Humanization and personalism on music education: approaches in a catholic social project

• Autor(a) principal: Corusse, Mateus Vinicius
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Ciência e Cultura
• Texto Completo: https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/1096
• topic: Music education; Social project; Music and humanization; Personalism; Educação; Ciências Humanas; Educação musical; Projeto social; Música e humanização; Personalismo

This paper explains the music education acting in a social project in São Paulo with the proposal of an education aimed at the humanization. The theoretical reference for such humanization is personalism, expressed in Karol Wojtyla. It will be presented a brief contextualization of the reality of the project, an overview of the activities in the music area, the social objectives of this acting and a small approach of the activities. The project aims from its activities provide a space for additional educational, and social, cultural and human formation. Participate in the social project one hundred and twenty children and adolescents, in the opposit period of school. Music education on this context frame in the humanization purpose, looking for the person of the students. On this context is constructed the relationship with students, valuing respect, love and affection. The quest for humanization occurs together with the teaching of music content. Both do not deny, but complement each other. By musical activities, there is the intention for contact with others and with oneself, providing a way for expression and self-knowledge. These are bases for construction of the person and consequently of humanization. In this proposal, there is the appreciation of playful practices and music activities. Moreover, it is valued the process of creating a place of dialogue. As a means of developing musical practice is corporal expression and movements. As a conclusion of this practice emerge issues such as the sensibility of the educator to deal with social issues. Another relevant point is the debate over the quality of training of the music educator to act in such contexts. Finally there is the question of how to develop such practice aimed at concrete goals that contemplates music and humanization aspects.