Paisagens sonoras, música e indústria cultural: uma proposta educacional para o ensino médio

Abstract

Regarding the approach of scientific knowledge in the school context, enabling elements for sense and meaning assignment involves daily challenges imposed on science teachers. In the scenario of facing this problem, this dissertation presents an educational proposal focused on the analysis of soundscapes and music, implemented in the classroom and associated with the development of a didactic material to support the teaching of physics. The aim was to transpose soundscapes studies to the physics teaching and the musical introduction, with the development of critical hearing sensitivity, making it possible to bring up discussions about themes that permeate the students' daily life and theoretical support to analyze and criticize the Cultural Industry. This proposal was developed with high school and youth and adult education students from public schools in Paranaguá, in the second semester of 2018. This work has foundations in Critical Theory assumptions, according to Theodor W. Adorno, Jürgen Habermas' Theory of Communicative Acting, Paulo Freire's Theory of Dialogic Action, and studies on soundscapes and hearing reeducation, based on Murray Schafer. The research actions involved the elaboration of a didactic sequence, with the analysis of the contexts of the schools and the deliberation of relevant elements, considering the pedagogical political project, aiming at the adequacy of content, since the teaching of acoustics is not foreseen in the state curriculum guidelines. At the same time, a bibliographic research was carried out, involving the books of the National Textbook Program of the year 2018 and publications in physics teaching events, from 2006 to 2018, in relation to approaches that articulate the teaching of acoustics and music. In the development of the didactic sequence in the classroom, data were constituted by direct observation, with field diary records and audio recordings, as well as written productions of the students. These data were analyzed according to characteristics and assumptions of Content Analysis. The axes, comprehend content organization and process analysis, are divided into: verification of perception and hearing memory, development of hearing skills through sound creation, study of soundscapes, analysis of musical context and relationship between music production and industry forecasts. As a highlight among the results, presents a interdisciplinary proposal, however, this proposal would require an adaptation of the curriculum of the disciplines involved.