MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Gênero e Interdisciplinaridade |
Texto Completo: | https://www.periodicojs.com.br/index.php/gei/article/view/475 |
Resumo: | The 21st century is undoubtedly marked by several transformations in all areas such as, for example, economic, cultural, social, educational, etc. These changes affect the way in which personal relationships are carried out and their consequences, above all, in the context of the classroom in terms of teaching-learning and in the student-teacher link. In this context, the school, the main driving force of these transformations, together with the teacher, begin to take on new challenges that promote the protagonism of students in the construction of their own learning in the face of the technical-scientific-informational revolution. Thus, this article aims to discuss the importance of music as a didactic-pedagogical device in the teaching of Geography in the semi-arid context, based on the music of Luiz Gonzaga and Humberto Teixeira entitled “Asa Branca” composed in the 70s and , which to this day, is considered one of the greatest classics of Brazilian music. To carry out this study, the bibliographic research methodology was used, using the most recent works on the subject on websites such as: Google Academic, SciELO, etc. It was found that music is an important didactic-pedagogical device to work with themes and concepts of School Geography, since, from it, it is possible to work on various themes and address the socio-spatial context of the geographic area in question, especially about the semiarid in order to contribute to the formation of the subject with regard to their emancipation and protagonism, thus enhancing their knowledge base that allows them to create their own conceptions and supports and be an agent promoting the transformation of the environment in which they are inserted, thus , meeting the principles and objectives that dispose of the competencies and skills of the Common National Curriculum Base (BNCC). Thus, music is an important didactic-pedagogical device to be added to geography classes, as it enables the student to build their knowledge through other languages, in addition, it streamlines the educational process, making it more attractive and meaningful. |
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MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXTMÚSICA E GEOGRAFIA NO CONTEXTO DO SEMIÁRIDODispositivo didático-pedagógico, Música, Geografia, Semiárido.Didactic-pedagogical device, Music, Geography, Semiarid.The 21st century is undoubtedly marked by several transformations in all areas such as, for example, economic, cultural, social, educational, etc. These changes affect the way in which personal relationships are carried out and their consequences, above all, in the context of the classroom in terms of teaching-learning and in the student-teacher link. In this context, the school, the main driving force of these transformations, together with the teacher, begin to take on new challenges that promote the protagonism of students in the construction of their own learning in the face of the technical-scientific-informational revolution. Thus, this article aims to discuss the importance of music as a didactic-pedagogical device in the teaching of Geography in the semi-arid context, based on the music of Luiz Gonzaga and Humberto Teixeira entitled “Asa Branca” composed in the 70s and , which to this day, is considered one of the greatest classics of Brazilian music. To carry out this study, the bibliographic research methodology was used, using the most recent works on the subject on websites such as: Google Academic, SciELO, etc. It was found that music is an important didactic-pedagogical device to work with themes and concepts of School Geography, since, from it, it is possible to work on various themes and address the socio-spatial context of the geographic area in question, especially about the semiarid in order to contribute to the formation of the subject with regard to their emancipation and protagonism, thus enhancing their knowledge base that allows them to create their own conceptions and supports and be an agent promoting the transformation of the environment in which they are inserted, thus , meeting the principles and objectives that dispose of the competencies and skills of the Common National Curriculum Base (BNCC). Thus, music is an important didactic-pedagogical device to be added to geography classes, as it enables the student to build their knowledge through other languages, in addition, it streamlines the educational process, making it more attractive and meaningful.O século XXI, indubitavelmente, é marcado por diversas transformações em todas as áreas como, por exemplo, econômica, cultural, social, educacional etc. Essas mudanças implicam na forma como as relações pessoais são realizadas e seus desdobramentos, sobretudo, no contexto da sala de aula no tocante do ensino-aprendizagem e no elo aluno-professor. Nesse contexto, a escola, principal instituição propulsora dessas transformações, aliado ao professor passam a assumir novos desafios que promova o protagonismo dos discentes na construção do seu próprio aprendizado frente à revolução técnico-científico-informacional. Desse modo, o presente artigo tem o objetivo de discutir a importância da música como dispositivo didático-pedagógico no ensino de Geografia no contexto do semiárido a partir da música de Luiz Gonzaga e Humberto Teixeira intitulada de “Asa Branca” composta na década de 70 e, que até os dias de hoje, é considerada um dos maiores clássicos da música brasileira. Para a realização desse estudo foi usada a metodologia de pesquisa bibliográfica recorrendo-se às obras mais recentes sobre a temática em sítios web como: Google Acadêmico, SciELO, etc. Constatou-se que a música é um importante dispositivo didático-pedagógico para trabalhar com temas e conceitos da Geografia Escolar, visto que, a partir dela pode-se trabalhar diversas temáticas e aborda o contexto socioespacial do recorte geográfico em questão, especialmente, acerca do semiárido a fim de contribuir com a formação do sujeito no que tange a sua emancipação e protagonismo, assim, potencializando sua base de conhecimento que possibilite criar suas próprias concepções e sustentações e seja um agente promotor de transformação do meio em que está inserido, desse modo, indo de encontro com os princípios e objetivos que dispõem as competências e habilidades da Base Nacional Comum Curricular (BNCC). Destarte, a música é um importante dispositivo didático-pedagógico para adicionar nas aulas de geografia, pois possibilitar o educando construir seu conhecimento através de outras linguagens, ademais, dinamiza o processo educativo o tornando mais atrativo e significativo.Rua Josias Lopes Braga, nº 437, Bancários, João Pessoa - PB2021-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicojs.com.br/index.php/gei/article/view/47510.51249/gei02.04.2021.475Revista Gênero e Interdisciplinaridade; Vol. 2 No. 04 (2021)Revista Gênero e Interdisciplinaridade; v. 2 n. 04 (2021)2675-745110.51249/gei.v2i04reponame:Revista Gênero e Interdisciplinaridadeinstname:Instituto de Ensino e Pesquisa Periodicojsinstacron:IEPPporhttps://www.periodicojs.com.br/index.php/gei/article/view/475/370Copyright (c) 2021 Journal of Gender and Interdisciplinarityinfo:eu-repo/semantics/openAccessRafael da Silva Santos, Clédison Saraiva dos Santos, José Katiely Amaro da Silva, Julianados Santos Siqueira, Jaqueline Mendes Santos, Daniel dos Santos Seltorio, Rikele 2022-02-20T18:29:14Zoai:ojs.pkp.sfu.ca:article/475Revistahttps://www.periodicojs.com.br/index.php/gei/indexPRIhttps://www.periodicojs.com.br/index.php/gei/oaigenerointerdisciplinaridade@gmail.com2675-74512675-7451opendoar:2022-02-20T18:29:14Revista Gênero e Interdisciplinaridade - Instituto de Ensino e Pesquisa Periodicojsfalse |
dc.title.none.fl_str_mv |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT MÚSICA E GEOGRAFIA NO CONTEXTO DO SEMIÁRIDO |
title |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT |
spellingShingle |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT Rafael da Silva Santos, Clédison Dispositivo didático-pedagógico, Música, Geografia, Semiárido. Didactic-pedagogical device, Music, Geography, Semiarid. |
title_short |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT |
title_full |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT |
title_fullStr |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT |
title_full_unstemmed |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT |
title_sort |
MUSIC AND GEOGRAPHY IN THE SEMI-ARID CONTEXT |
author |
Rafael da Silva Santos, Clédison |
author_facet |
Rafael da Silva Santos, Clédison Saraiva dos Santos, José Katiely Amaro da Silva, Juliana dos Santos Siqueira, Jaqueline Mendes Santos, Daniel dos Santos Seltorio, Rikele |
author_role |
author |
author2 |
Saraiva dos Santos, José Katiely Amaro da Silva, Juliana dos Santos Siqueira, Jaqueline Mendes Santos, Daniel dos Santos Seltorio, Rikele |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Rafael da Silva Santos, Clédison Saraiva dos Santos, José Katiely Amaro da Silva, Juliana dos Santos Siqueira, Jaqueline Mendes Santos, Daniel dos Santos Seltorio, Rikele |
dc.subject.por.fl_str_mv |
Dispositivo didático-pedagógico, Música, Geografia, Semiárido. Didactic-pedagogical device, Music, Geography, Semiarid. |
topic |
Dispositivo didático-pedagógico, Música, Geografia, Semiárido. Didactic-pedagogical device, Music, Geography, Semiarid. |
description |
The 21st century is undoubtedly marked by several transformations in all areas such as, for example, economic, cultural, social, educational, etc. These changes affect the way in which personal relationships are carried out and their consequences, above all, in the context of the classroom in terms of teaching-learning and in the student-teacher link. In this context, the school, the main driving force of these transformations, together with the teacher, begin to take on new challenges that promote the protagonism of students in the construction of their own learning in the face of the technical-scientific-informational revolution. Thus, this article aims to discuss the importance of music as a didactic-pedagogical device in the teaching of Geography in the semi-arid context, based on the music of Luiz Gonzaga and Humberto Teixeira entitled “Asa Branca” composed in the 70s and , which to this day, is considered one of the greatest classics of Brazilian music. To carry out this study, the bibliographic research methodology was used, using the most recent works on the subject on websites such as: Google Academic, SciELO, etc. It was found that music is an important didactic-pedagogical device to work with themes and concepts of School Geography, since, from it, it is possible to work on various themes and address the socio-spatial context of the geographic area in question, especially about the semiarid in order to contribute to the formation of the subject with regard to their emancipation and protagonism, thus enhancing their knowledge base that allows them to create their own conceptions and supports and be an agent promoting the transformation of the environment in which they are inserted, thus , meeting the principles and objectives that dispose of the competencies and skills of the Common National Curriculum Base (BNCC). Thus, music is an important didactic-pedagogical device to be added to geography classes, as it enables the student to build their knowledge through other languages, in addition, it streamlines the educational process, making it more attractive and meaningful. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicojs.com.br/index.php/gei/article/view/475 10.51249/gei02.04.2021.475 |
url |
https://www.periodicojs.com.br/index.php/gei/article/view/475 |
identifier_str_mv |
10.51249/gei02.04.2021.475 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicojs.com.br/index.php/gei/article/view/475/370 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Journal of Gender and Interdisciplinarity info:eu-repo/semantics/openAccess |
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Copyright (c) 2021 Journal of Gender and Interdisciplinarity |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Rua Josias Lopes Braga, nº 437, Bancários, João Pessoa - PB |
publisher.none.fl_str_mv |
Rua Josias Lopes Braga, nº 437, Bancários, João Pessoa - PB |
dc.source.none.fl_str_mv |
Revista Gênero e Interdisciplinaridade; Vol. 2 No. 04 (2021) Revista Gênero e Interdisciplinaridade; v. 2 n. 04 (2021) 2675-7451 10.51249/gei.v2i04 reponame:Revista Gênero e Interdisciplinaridade instname:Instituto de Ensino e Pesquisa Periodicojs instacron:IEPP |
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Instituto de Ensino e Pesquisa Periodicojs |
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IEPP |
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IEPP |
reponame_str |
Revista Gênero e Interdisciplinaridade |
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Revista Gênero e Interdisciplinaridade |
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Revista Gênero e Interdisciplinaridade - Instituto de Ensino e Pesquisa Periodicojs |
repository.mail.fl_str_mv |
generointerdisciplinaridade@gmail.com |
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