O som como rizoma
Para uma Educação Musical que promova a diferenciação e a pluralidade
DOI:
https://doi.org/10.25659/rpem.v1i151.45Palavras-chave:
Educação Musical centrada no som, Infância, Rizovocalidade, Criatividade, InclusãoResumo
Este artigo analisa as potencialidades de uma abordagem à Educação Musical centrada no Som no desenvolvimento de percursos de aprendizagem diversos e plurais, em contextos educativos não formais.
O estudo foi desenvolvido através de uma investigação-ação colaborativa implementada na associação Sonoscopia, como parte da fase exploratória de um projeto mais alargado, de 6 anos. Os dados foram recolhidos ao longo de 15 sessões durante os anos letivos 2022/2023 e 2023/2024 e incluíram observação participante, notas de campo, gravações de áudio e vídeo, entrevistas em grupo com as crianças e diversos artefactos criados por estas.
Os resultados sugerem que esta abordagem, quando centrada numa atitude aberta e criativa face ao fazer música, abre um espaço para que cada criança molde um percurso único e singular, idiossincrático com os seus interesses e experiências anteriores, mas livre para percorrer outros caminhos, numa postura que afasta pré-conceitos relativamente ao que pode ser ou não considerado como musicalmente válido.
O artigo reflete criticamente sobre as implicações pedagógicas desta abordagem, em contextos formais e não formais de aprendizagem, desenvolvendo uma postura crítica que possa ir além daquilo que é a investigação que já foi feita neste campo muito específico.
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Direitos de Autor (c) 2025 Revista Portuguesa de Educação Musical
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
Este trabalho está licenciado sob uma Licença Creative Commons Atribuição 4.0 Internacional.
