MUSIC IN SCHOOL: IMPACTS FROM A BRAZILIAN PUBLIC POLICY ON INITIATING TEACHING

• DOI: 10.22533/at.ed.2162522170310

• Palavras-chave: Introduction to teaching; PIBID; Impact; Educational Policies.

• Keywords: Introduction to teaching; PIBID; Impact; Educational Policies.

• Abstract:

  The PIBID-Música/Uergs started with the subproject “Artista e Arteiro”, by the Public Notice number: 001/2011/CAPES, in 2012. An interdisciplinary work was carried out with 20 students from the degree courses in Visual Arts, Dance, Music and Theater, which worked in two state public schools in Montenegro/RS/Brazil. With Public Notice number: 061/2013/CAPES, implemented in a school in 2014, the institutional project was developed by the State University of Rio Grande do Sul, having specific subprojects, and resulting in the Music subproject, with scholarships for 10 students from initiation to teaching. This article reports some of the actions undertaken by the subprojects, pointing out impacts observed. The methodology used included the case study as a method, interviews, observations, document collection as techniques for data collection, and content analysis as a technique for data analysis. The theoretical framework used was based on concepts of Music Education and on the Policy Cycle Approach. The results present some of the impacts of PIBID-Music/Uergs, in the city of Montenegro, in the interior of Rio Grande do Sul, Brazil. Given the political and educational context, this research may contribute to the analysis of the relevance of PIBID in the Brazilian educational scenario, its importance and need for continuity as a public policy to encourage teaching.

• Número de páginas: 15