Ensino de geografia e música: uma prática pedagógica em geografia com o auxílio do xote e baião nordestinos

• Autor(a) principal: Lima, Danicio Soares de [UNESP]
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/156153; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2017-11-06/000891062.pdf
• topic: Geografia - Estudo e ensino; Musica - Instrução e estudo; Baião (Música)

The objective of this research was to examine the possibility of the concept / category migration in northeastern Brazil learning through group practice rhythms of forró as xote and the baião. The main idea was that the students themselves, and participate in theoretical expositions on the subject, could play the rhythms chosen by the teacher, which characterize a physical experience. Through literature research involving authors of teaching Geography, Geography, Music education, Pedagogy and musicologists, and of course, the case study, we investigate the validity of alternative pedagogical practice in the construction of geographical knowledge involving music, in third year high school of public school Nikola Martins Romeira in Ribeirão do Sul, São Paulo. During the literature search, we realized that the subject matter could also be explored through a political perspective of multiple scales, both in terms of the relative center-periphery and regional inequalities in Brazil presents itself and prejudice resulting from that reality. We seek to understand the origins of negative and low cultural esteem in relation to the Brazilian foreign culture (read as American) comparison, and concluded that such facts are in part results from our colonial past. Aiming to explore the various possibilities of the chosen topic, walked the path of a careful construction of the history of each of the studied rhythms and its principal authors. Privilege the social, political and economic context of the time, these being fundamental information in the construction of concepts by students. A practical activity was based on the Historical-Critical pedagogy, by Gasparin. This consists of five stages: initial Social Practice, Curriculum, Instrumentation...