O ENSINO DE MÚSICA EM GUARAPUAVA NO CONTEXTO DA LEI 11.769/2008: UMA ANÁLISE ADORNIANA

Abstract

With the enactement of Federal Law nº 11.769/2008 that determines music teaching as an obligatory component in the arts area for Basic School Education all around brazilian territory has provided a single larger space for music work at school eventhough it has been required for a long time by educators and professionals who are conscious about its value considerering a great opportunity to be given to the public school students. That legal action was validated its teaching, however, the corrently school music teaching sets out doubts about its role expressed in the legal document. Therefore, this research purpose is to analyse music design and its teaching present in the Law 11,769/2008 and its developments, which are expressed in the Parecer 12/2013, in Guarapuava City basic education. It is also intended to reflect about the need of development a conscious listener through music education and then to make some propositions in this way. This research includes three public schools: Antônio Tupy Pinheiro State School, Visconde de Guarapuava State School and Ana Vanda Bassara State School. Besides those institutions, also it includes Guarapuava Regional Education Center and Guarapuava municipality higher education institutions: State University of Central-West (UNICENTRO), the public one; Faculdade Campo Real, Faculdade Guairacá and Faculdade Guarapuava, the private ones. The data were obtained through analyses from these institutions documentary and their sites. Furthermore, schools observations were carried out in order to search about the music work infrastructure in the very schools. The obtained data were confronted to the responsibilities determined to each different institutions (Schools, Education Department and Universities) in order to be analyzed through Adornian Critical Theory about the achievement of a critical listening that was established by the legislation to be compared to the real conditions from those analysed institutions. The diferents conceptions and emphases that were given to music all over its teaching history, either in the legislation or in the school context, has been interfering hardly on its performance. The multitalented teacher added to a limited school schedule and the lack of investiments that have still been practicing makes it harder to get a better curriculum position to the music teaching. The superficial planning and propositions whith any theorical fundamentation show up the weakness of the professional formation compromising the level of its teaching that ends up acting like a formative varnish. The Adornian perspective supports proposals which shall provide strenght to face the semiformation socialization and improve the formative music teaching to resist the musical stereotype and the Cultural Industry appeal through reflections.