De caracolas a piruetas: práticas de educação musical criativa com crianças

Abstract

This work emphasizes the personal experience of the music educatorresearcher-composer, highlighting his trajectory and the practices of musical creation in which children act as essential interlocutors. Inspired by Benjamin's perspective, the study reflects on how the author's experience becomes an exercise in reflexivity, while promoting collective processes of musical education in elementary schools in the city of Pelotas, RS. Through surrealist ethnography (CLIFFORD, 2011; BUSSOLETTI, 2007) and allegorical writing (BENJAMIN, 2013), the account tells a story of love, struggle and reconstruction, using the concept of experience (BENJAMIN, 2012; 2020) as a central element. The use of the kazoo – an unconventional musical instrument – symbolizes the transgressive practices of musical education, highlighting the poetics in the lyrics of the songs and evidencing the transformative potential of interactions with children, who are invited to broaden their worldviews and recognize themselves as agents producing music, ways of life and knowledge