Educação Musical Escolar: correlações entre tendências pedagógicas e políticas de orientação no Estado do Paraná

Abstract

This research has as theme school music education in Paraná, whose general objective is to identify and understand the pedagogical trends that influence educational policies for school music education in the Paraná. The methodological procedures adopted in the research were: 1) bibliographic survey about music teaching and pedagogical trends; 2) data collection with the relevant legislation, as in decrees, resolutions, laws, guidelines, curricula, as well as from the SEED-PR textbook and website; 3) analysis of the collected data, seeking to relate the pedagogical trends present in the history of music/art teaching with the current guidelines of SEED-PR for music education. The theoretical framework of this research is based on the authors Penna (2012), Fonterrada (2008) and Santos (2012). In the history of school music education the following trends were evident: Traditional, Alternative, Pedagogy Historical-Critical, Multicultural and Psychological. The results achieved were that the orientation policies for music education for the Paraná network do not only have a guidelines trend, but also characteristics of the Traditional, Alternative and Multicultural trends, which are manifested in the census tests, in which art/music are subjugated to the disciplines that make up the tests; multipurpose teaching of art/music and valuing the creation and expression of feelings; school content from daly knowledge. It is noteworthy that these characteristics do not represent the most powerful and fertile ideas of these trends, they are the characteristics that historically have motivated the departure from music education from basic education. Another preponderant factor is that the lack of clarity of a guidelines tendency for the policies of orientations for musical education in Paraná is also harmful for music’s consolidation in basic education.