A música como facilitadora dos processos de ensino e aprendizagem escolar: uma análise dos currículos de licenciatura em música.

Abstract

The current study is in the context of the relationship between music education and school learning. Whereas the discourse of different actors school applicant's claim is that music contributes to the processes of teaching and learning school, we search to a explain whether and how issues related to these processes are covered in the proposed curriculum of Bachelor in Music. It examines these proposals especially that allow foundations of music education teachers verify the effectiveness of music as a facilitator of teaching and learning in school. Thus, assuming a qualitative dimension of research can be investigated from the curriculum proposal of two courses of Licentiateship in Music in Rio de Janeiro, the perceptions of students and coordinators to the understanding of music as a facilitator of teaching processes and school learning. Data collected through questionnaires and semi-structured interviews are organized in two axes: functions of music in the school context and teacher formation. Toward a more comprehensive look on such issues, we take on these axes as reference elements of Musicology and Neuroscience. The results confirm the fact that, although it is recognized that music can be a facilitator of learning and behavior of human beings, there is no consensus about it being a facilitator of learning processes of other school content not related to the song itself.