Projetos de Inclusão Social por meio da música: a percepção dos seus atores

Abstract

The purpose of this study is to determine the participants' reasons for joining, staying in, and dropping out of Social Inclusion Projects through Music (SIP Music); to identify whether participating in an extracurricular project of music education contributes to the participants' school education; to verify whether the teaching and learning methodologies of music used in the extracurricular environment contribute to the adoption of study habits for learning school subjects; to find out whether the medium used, music, influenced the subjects' professional choice; and to ponder the experiences lived in the project and the benefits perceived for the participants' citizenship education. The subjects of this research were divided into two groups. The group of teachers was composed of nine teachers (five male and four female) with an average age of 39 years, and an average time of performance in the SIP of 15 years. The group of former students was composed of four male and two female participants, with an average age of 28 years, and a minimum of three years of participation in the SIP. The average time of participation in the SIP was 10 years. Two semi-structured questionnaires were used for data collection, one for each group. The data analysis was done by categorizing the interviewees' answers and then triangulating the results with the literature. The results point out that the students' entrance is initially motivated to occupy the idle time in socially vulnerable environments. The lack of investment and infrastructure is an obstacle in the application of social methodologies for a greater development of the students. According to the participants, the activities developed in the music SIP can favor the development of skills and competencies for the participants' school and social lives. As a criterion of the professional master's degree, an educational product was developed as a notebook of interdisciplinary activities with a musical theme designed for classes from 1st to 5th grade of elementary school, with activities designed to expand the socio-cultural knowledge of students through tasks that address cultural manifestations and historical dates of the national territory.