“Isso é música de velho, professor!” Reflexões sobre música e ensino-aprendizagem de história

Abstract

The sentence indicated in the title of this work, said by a student, was the motitivation to this investigation, that aims at discussing music and History teaching through an alternative approach in which the historical sources to be studied consist of the sounding elements of the songs. Thus, this study focuses on the interference in young people historical thought based on their preferences, projects and conceptions. This work discuss the recenticity of songs as a historiography object as well as many productions, working with music in historic teaching and the potentialities of such combination. This investigation will approach themes such as the educational environment as a social and diverse environment which is appropriated and reappropriated by its characters; and young people themselves – and reflections about temporalities, based on registrations of 9th grade students interactions held in History classes of an elementary school. In order to do so, this research embraces studies from History Theory and Philosophy, such as Reinhart Koselleck, François Hartog and Jorn Rüsen. This work promotes a debate on songs as historical sources, musical taste and an activity with an intervention proposal based on students’ ideas and musical preferences for a graduating class of an elementary school. Shortly, this study aims at optmizing historical learning through establishing meaning to history and music in young people lives, noticing the continuous flow among past, present and future, and also at contributing to the construction of students’ identity, developing empathy and respect to the different societies along time.