Educação musical na perspectiva histórico-cultural: uma didática para o desenvolvimento da musicalidade

Abstract

O presente texto busca compartilhar reflexões e práticas pedagógicas em educação musical alicerçadas na Psicologia Histórico-Cultural de Lev Semionovich Vigotski. Nele apresentamos formulações de processos didático-pedagógicos específicos em música orientados para o desenvolvimento da musicalidade, relativos à atividade musical e ao conhecimento nessa atividade educativa que se fundamentam nos pressupostos epistemológicos da Teoria Histórico-Cultural. Busca-se desta maneira, contribuir com as discussões existentes no âmbito acadêmico e com o compartilhamento de conhecimentos constituídos até aqui e caminhar para uma didática específica em educação musical de base histórico-cultural.
 

Syntheses of the appropriation of Vygotsky’s concept of Aesthetic Education in Brazilian art teaching (2006-2020)

“…In the discussions of the 11 works in which the concept of "lived experience" prevails, Barbosa (2018) and Reis and Zanella (2014) debated by Stein andChaves (2018), Peixoto (2009), Magalhães andFernandes (2017), Paes (2008), and Micarello and Baptista (2018). The potential of aesthetic education in human development is examined by Dias and Pereira (2016), Pederiva (2019), and Silva and Urt (2016).…”

“…When discussing the schooling of musical education for the development of human musicality, Pederiva (2019) reaffirms that aesthetic experience, as a human activity, has an end Dias and Pereira (2016) demonstrate the potential of Art as a social transformation by presenting the Hip Hop Workshop, taught by art educators from an NGO, after school, with a vulnerable audience, which was "configured as a space for exchange, and maintenance of powerful relationships, where it was possible to exercise, with freedom, the being in another way" (p. 14). The authors point out that by experiencing Art linked to everyday objects or phenomena, it is possible to develop new ways of relating to the world.…”