A educação musical nos projetos sociais: uma proposta emancipadora em um contexto assistencialista

Abstract

The work entitled “Music Education in Social Projects: An Emancipatory Proposal in an Assistentialist Context” has as its general objective to elaborate and propose, based on the investigation of the context of the Social Assistance Reference Center (CRAS) of the municipality of São Valentim, located in the northern region of Rio Grande do Sul, and on methodologies for teaching music in other non-formal education contexts, a didactic material with ideas for activities and resources to be used in classes within these formative spaces. The case study, of a qualitative nature, associated with bibliographic research and field research, aims to identify the particularities of teaching music in the context of social projects. The methodological framework includes bibliographic research related to music education, popular education, and emancipatory education. As a method of data collection, field research used semi-structured interviews, seeking the necessary input to respond to the research problem. The interviews were conducted with students aged between 7 and 15 years old, teachers who had experience working with music in the researched context, a social worker, a CRAS coordinator, and a supervisor of Projeto Guri, an important social project from the State of São Paulo. The data collected were systematically analyzed into pre-defined categories after the completion of the fieldwork. The project arose from the need to improve the work of music education, from the lack of specific and context-oriented materials, and also as a scientific intervention by the researcher in his professional practice. As a result, we concluded that, in order to carry out an educational process in a social project such as CRAS, it is necessary to adopt a humanized perspective. Building bonds between students, teachers, and the managers of the space is a fundamental aspect. Consequently, the activities and methods will be better accepted by the learners, thereby more easily achieving the pedagogical objectives.