Práticas musicais da cultura participativa digital e decolonialidade : um olhar pedagógico para o desafio #30DIAS30BEATS.

Abstract

In today's world, technology and music are increasingly intertwined in educational and social practices. In this present work, I seek to make connections between technology, music education, and decoloniality by observing the digital musical practices of the “30days30beats” project. This work is a course completion project with the general objective of investigating how the musical practices of digital participatory culture and decoloniality can be intertwined, from a pedagogical perspective on the #30days30beats challenge. It unfolds into specific objectives, which are: to analyze the #30days30beats musical creation challenge and its relevance to the theme; to identify how these practices can be decolonial and their articulations in music education; to understand how the participants learn music. Regarding methodology, it is qualitative in nature, using data collection methods such as documentary analysis of Instagram, semi-structured interviews with the creators of the challenge, and eight participants. Concerning the analysis of the data in question, the publications of the interviewees, and the content of the interviews, it is possible to perceive the presence of participatory digital culture practices within the challenge that are linked to decolonial music education concepts. In the end, it was concluded that during the literature review, there were gaps in finding studies and materials that united the three areas: Music Education, Technology, and Decoloniality, prompting a reflection during the academic production of these areas of knowledge. It also brings proposals for music education professionals and students in general, concluding with some considerations that the practices are interconnected and can support each other, such as in creation and listening practices, for example. And proposals for a decolonial music education within digital participatory culture.