Currículo e construção do conhecimento musical na Coleção Conectados – Arte

Abstract

Music Education, as a field of knowledge, has increasingly sought to occupy spaces that generateknowledge. Within this context, the following questions arise: In the context of Elementary Education I, what musical content should be taught? Regarding music, what specifically should be included in the curriculum? Addressing these core inquiries, this research conducts a qualitative analysis of the musical knowledge presented in the "Connected – Art" collection, adopted by a Federal Elementary School for teaching the curricular component of Art. Initially, utilizing the coding processes proposed by Charmaz, we sought to identify the music curriculum offered to teachers through this collection, analyzing how the contents are structured within and across volumes. Furthermore, applying the concept of semantic gravity within the Semantic Dimension of the Theory of Legitimation Codes (LCT), we examined the transitions between direct engagement with music and discussions about music, highlighting opportunities for teachers to intervene in promoting a more comprehensive music education. In this framework, we recognize that textbooks involve the selection and sequencing of musical knowledge provided to educators. This study aspires to contribute to improving the production ofArt textbooks in Brazil, especially concerning music. The findings indicate fragmentation in the approach to musical knowledge, closely aligned with the interdisciplinary perspective adopted by the collection regarding artistic languages. Additionally, the activities proposed in the music domain lack detailed guidance for teachers and students, hindering the development of deeper engagement with music. This, in turn, limits the possibility of fostering a stronger connection withmusic and consolidating the teaching of music education in schools.Thus, an Arts Education specialist (with a background in music) will utilize textbooks not as an isolated tool but as one of several resources, selecting those that best support the enhancementof creative, interpretive, and performancerelated practices. This approach ensures a more effective intervention in musical activities.