A música como recurso para ensinar o lugar na Escola Municipal do Campo Zumbi dos Palmares – Cascavel

Abstract

The sociospatial formation context declines at the peasant space and its relations. These processes between the femomena which origins the rural space are related to the formative pedagogical aspect, in what concerns to the Countryside Education at the Settlement community Valmir Mota de Oliveira and at the Municipal Countryside School Zumbi dos Palmares – Cascavel/PR. Intending to understand the educational proceed behind the teaching pedagogical act about the place by the teachers of the school, this research was engaged to the cultural aspects of the community and the Movement of Rural Landless Workers (MST), to which the community is bounded. Based on its social and historical structure, it is shown the temporal context in which the school, with the community under question, spacialized itself (by the itinerant movement) in the territory until its centralization as a settlement. Between 1999 and 2012 the school originated and supported the conceivement of new camps and settlements. This process enabled the creation of a place at the peasant space and, therefore, fostered the creation of cultural elements brought by the MST itself, reflected in the communities’ families. Hence, the culture that nowadays survives at MST highlights the past elements of the peasant / bumpkin people, from which was extracted, through the music, its educative structure to teach and learn about the place in the community. The primary sources supported the research structuration, questionnaires and interviews; while documents and bibliographical material analysis helped understanding the research context. Debating with different authors from Geography, Teaching and Countryside Education, the study of the knowledges teached about the place by two teachers of 4th and 5th years from elementary school – beginner years, through music was developed; and, in this context, the interpretation of education-place-music relation was also done. It was understood that the teaching and learning process of the teachers about the content (concept) “place” to the students of the classes cited above, represents the connection between the elements of a peasant culture (of socio-political order came by the MST) with a pedagogy proper of the Movement, which aims the students’ reality involvement. Besides, another relevant element is the different conceivement of the activities that involve music at the pedagogical work of the two cited teachers; those activities show a complex relation between the specific contents of regular education and the cultural and pedagogical reality of MST.