A música como recurso pedagógico na Educação Geográfica para o ensino do conceito de região

Abstract

This study aims to analyze the use of music lyrics, particularly sambas-enredo, as a pedagogical tool for internalizing scientific concepts concerning the region and regionalization, as well as for promoting a critical understanding of Brazil's macro-regions. The lyrics of the compositions were used as resources to encourage students to engage in the teaching-learning process, with the aim of establishing connections between the content covered in the classroom and the elements present in their daily lives. In this sense, we started from everyday conceptions, which reflect constructions derived from historical-cultural relations and disseminated socially. The everyday conceptions and representations of Brazil's macro-regions present in the lyrics of the sambas-enredo served as a starting point for the construction of more comprehensive and scientifically based knowledge, in other words, in-depth knowledge. The core of the research is the concept of region, as it is a relevant topic to be covered in the 7th year of elementary school, as recommended by the National Common Core Curriculum (BNCC), as well as being a key concept in geography and essential for spatial analysis. The pedagogical approach to everyday and scientific concepts was based on Vygotsky's cultural-historical theory. Another important aspect of the research is the identification, through the activities conducted by the students, of the characteristic elements of the regions, which are based on everyday conceptions and can propagate regional stereotypes. The study began with a selection of lyrics from the samba-songs of the samba schools in Rio de Janeiro's special group, covering the period from 1991 to 2023, which dealt with Brazil's macro-regions and the concept of region. A diagnostic assessment was used to identify the students' everyday conceptions of the region and the macro- regions of the Brazilian Institute of Geography and Statistics (IBGE). In addition, the work includes a didactic sequence, aiming to discuss the diversity of aspects present in the IBGE regions, the development of scientific concepts of region and regionalization, as well as the promotion of higher psychological functions, in line with the Vygotskyan perspective. As a final part, the research included an evaluation to see if the use of sambas-enredo, combined with other resources such as maps and images, contributed to the development of scientifically based regional conceptions in the students. In addition, the aim was to assess whether the activities developed throughout the didactic sequence were responsible for promoting a broader knowledge of Brazil's macro-regions. The didactic sequence developed during the research represents a relevant tool with considerable potential for forming more comprehensive concepts about the region and for deepening knowledge about the IBGE macro-regions.