Docentes, currículos e a produção de significados para a educação musical na escola

Abstract

This research aimed to understand and problematize the statements about Music Education (ME) of four music teachers who work in five public schools in the municipal network of Pelotas/RS. The intention was to draw attention to how teachers, within their possibilities, give meanings and produce MI in these school curricula. In order to accomplish this objective, the contribution of the perspective of curriculum studies that follow the Foucauldian bias was important. With these lenses, I looked at the school curriculum as a practice of meaning and the teaching work as a fundamental part of the construction of meanings about MS that circulate in these curricula, that is, what they understand, do or can do, how they act, produce meanings for MS school. Basically, Music Education is understood as a curricular component that is devalued in relation to the knowledge considered, for a long time, as the most relevant; working conditions are precarious, there is a lack of adequate structures for teaching music; there seems to be little clarity about the focus, object and objectives of school music education; and the music teachers, in the flow of these conditions, have still not managed, although they manifest a desire, to articulate themselves as a category and create their struggles and pressures for ME to be in a different way. The testimonies show indignation with the authoritarian measures of the secretary of education, but also, hopes that it is through this space that the transformations must happen.