Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa

Abstract

This research objected to understand how music teachers who work in elementary school in João Pessoa have developed their curriculum for the area. This is a multicase study with two teachers from the municipal public network of João Pessoa, who worked in elementary school in the art curricular component in their schools. Considering that there is a certain level of ambiguity and imprecision about music and the arts in the Brazilian school curriculum, in both national curriculum guidelines documents and Law of Directives and Basis 9.394 / 96, what we see is that teachers need to create their own solutions for their daily lives. Through theoretical frameworks of curricular studies and everyday life, I understand the curriculum as a cultural discourse (MACEDO, 2006; LOPES; MACEDO, 2011), which, when constructed in the everyday, is seen as a process through which each people involved resignifies the experiences from the intertwined networks of “can, know and make” (Macedo et al, 2011), and also a spacetime creation, spoof and subversion (Certeau, 1994). The specific objectives were defined: to identify sources and other references used by music teachers in the elaboration of their curriculum, as well as content selection criteria and teaching objectives; to analyze the curriculum from the daily life of music teachers, recognizing the tactics that influence their practices; and, finally, to discuss the conceptions and thoughts of music teachers about music in basic education. This research had as data collection sources the documentary analysis of normative terms and annual teaching plans, semi-structured interviews with teachers and nonparticipant observations of their classes. The research results indicates that the process of curricular creation is marked by some influences that are revealed in the everyday structure, such as the relationship with school management and the power networks existing in the school, the teacher training and the approximations (or distances) with the university universe. Despite their congruence and concordance aspects, the data also showed that these teachers found their own ways of subverting the networks of power they found through tactics (Certeau, 1994), creating their curriculum according (or in disagreement) to everyday life in which they were. In this way, I understand that curricular creation is an inventive process aimed at / born of the everyday life, which blends elements of different dimensions of the curriculum looking for fixation of meanings on the created texts themselves. In view of the mismatch of higher education and basic education policies, of the constant dispute in curricular speeches, to realize that the role of the music teacher in this creation process is essential so that we can occupy, as an area, spaces in the school curriculum with educational-musical practices, aware of the importance of our role as musical educators in the training of subjects.