A linguagem musical no curso de pedagogia: sua presença/ausência na formação docente

Abstract

This study has as object the musical language in the formation of the pedagogue and, for this propose, we aim to search the presence/absence of the musical language in your formative process, circumscribed in the different dimensions of the Pedagogy Course. Mobilized by the singularities that pervade the demands of the multiple languages in the contemporaneity, we want to recognize the importance of the musical language in the formative process of the pedagogue. Therefore, this study searches to answer the following question: how the musical language is used in the formative process of the pedagogue? Where and how can its presence be available in the Component of the curricular matrix of the Course? Which its contributions to the formation? Thus, the specific objetives of this study are: a) To know the musical language and its formative specificities by studies of researchers who work with this theme; b) To study the pedagogical projects of the Pedagogy Course, searching them the presence/absence of the musical language, identifying different actions of teaching, research and extension offered by the Course, aiming to build perspectives of materiality for the language; c) To analyse the senses and the meanings of the musical language that pervade experiences attentive to the process of formation. Methodologically, this research concerns a documental and bibliographical character, with qualitative nature, whose empirical area is the Course of Pedagogy of the Federal University of Fronteira Sul, located on the Chapecó campus. The documents of analyses were: Pedagogical Projects of the Pedagogy Course (2010 and 2019 versions); projects, reports and studies arising from practices of research and extension/culture attentive to the object of study developed in the period 2010-2019 in and by the Course. The analysis and the interpretation of the empirical corpus was made according to the indicators of Bardin Content Analyses (1977), synthesized by Triviños (1987): pre-analysis, categorical analysis and inferential analysis. As results, we highlight the almost absence discussion about the musical language in the context of the Course, although some advances have been made with regard to the curricular matrix (2019), besides some formative exercises of research and extension. It is conclude that the formation in and for the musical language in the Course needs to be assumed as a necessity, according to the contributions for the integral human formation, also inductor of possibilities of innovation, creation, development of ethical and aesthectic skills, in a relation with the precursor of this perspective in the society and in the educational institutions.