A musicalização na educação básica: da ação técnica ao desenvolvimento humano

Abstract

In this work, we propose a theoretical reflection about the musical education in the primary school thought of a social perspective. We seek to understand how historical-cultural theory can contribute to the analysis of music teaching that values musical listening and creativity, experience and musical experience of the child. During the process of observation and data collection for the research, we did some interventional activities with the objective of understanding how the child appropriates musical knowledge and how the historical-cultural theory helps us to understand the processes of acquisition of meaning and learning. We present an analysis from the theory of these educational intervention activities, aiming to understand the child's relationship with his own learning process. The theory gives us support for believing that the relationships with the other and the experiences the student experiences can influence this process. Given the understanding that man is a social being, the historical-cultural perspective can help us understand what motivates the student to learn, and why music education can be an important factor for the development of a sensitive human being. The concepts of language, mediation and experience are part of the analysis of this debate, since they contribute to thinking about musical education in the elementary school as part of the fundamental process for the formation of a creative human being capable of sensitizing others through art. We have learned in this process that when we expose the child to new musical experiences, when we demonstrate confidence in their potential, challenging them to a creative doing, the response is most of the time positive. Childhood is the moment of search for new challenges; it is at that moment that the child must be motivated to become the protagonist of his learning, transforming himself into a creative and sensitive being.