Práticas educomunicativas musicais na escola pública: o design de modelos possível e desejável

Abstract

This research starts from the following problem: what are the underlying logics in music teaching identified as educommunicative that can guide the construction of educommunicative musical practices in the public-school space? The objective was to create musical educommunicative models for teaching music in public schools: one Possible and one Desirable. The research, in addition to being bibliographic, also involved the application of questionnaires and interviews with music teachers from the municipal education network of Juiz de Fora, characterized as qualitative and exploratory research. Data from empirical research, together with theory, contributed to the proposition of musical educommunicative models. The Musical Educommunicative Model Possible in the Current Public School Space considers that the communication of music teaching needs to go through a sensitive look at understanding and discussing the difficulties of legitimizing music, the lack of technological and informational resources, the lack of adequate physical space, the non-availability of existing musical instruments in popular and/or classical musical culture that cannot be purchased by public schools.The teacher needs to be a multi-instrumentalist to be a facilitator of musical literacy of musical language and technological and informational literacy through the possible instruments existing in the school. The Desirable Musical Educommunicative Model in the Public School Space is a model that idealizes a public school in which the communication of musical education is interconnected with the various fields of media and information technology. Educommunicative learning relationships make it possible to try out various musical instruments with different teachers who are specialists in specific instruments, within the same school and are prepared to combine technology with that specific instrument. The teacher will be a facilitator of musical literacy of musical language and technological and informational literacy for a specific choice of a musical instrument by the student. The two models collaborate to promote a critical field for the communication of music teaching through musical educommunicative practices in the public school space. At the same time, they bring considerable contributions by listing the differences in how music can be experienced by their peers within this space, bringing to light the question of what type of subject the public school wants or has formed through music.