Tradução de Texto

MOTION FOR A MUSICAL EDUCATION AS A TOOL TO SUPPORT IMPLEMENTATION OF THE BRAZILIAN LAWS 11 645/8 and 12. 288/10

 

Ubirajara de Andrade Reis

Jaqueline Câmara Leite

 

Just as the Italian painter Amadeu Modigliani painted his works based on the impressions that his eyes encountered, we can consider the eyes the “windows to the soul”, and we can also appreciate the cultures and knowledge of other ethnicities through the window of their souls. There are those that say the way to know a country is through its culture and education, and that culture and education are able to transform the society to create one´s own identity through their own specific eyes.

 

Bira Reis
 

Summary
This article has the principal objective to analyze, assess, research, and enlarge a pedagogical proposal of education as a tool to support the application of the Brazilian laws 11.645/8 sanctioned in 2008 which requires our educational institutions, public and private, to implement and execute in their curriculos African studies; Afro-Brazilian and indigenous studies, as well as their struggle and development, and contribution to the Brazilian law 12.288/10 that established the status of racial equality, sanctioned in 2012.

 

One of the specific objectives of the research was the proposal of application, evaluation, and enlargement from the lesson plans and instruction guides, to later assist teachers and freshman students’ musicians, in the experience of the classroom lesson’s content. The proposal was researched using methodology including questionnaires, plus video recording of eleven classes taught at Music Institute of Catholic University of Salvador (IMUCSAL). From the results obtained, we can consider that the curriculum became more accessible to the teacher and student when their work on musical subjects utilized daily cross-cutting themes from students. This teaches evidence of the musical, cultural, and historical references such as: capoeira; samba; afoxé; their rhythms, songs, and the musical instruments employed by each style or genre.

 

It was also important to emphasize the great national masters and their struggle to represent the African descent nation as the “Revolta dos Búzios“ (The Revolt of the Shells) and the indigenous contributions, which had great symbolic representation in the independence of Brazil and July 2nd in Bahia (the independence of Bahia). Indian tradition is also well represented in the act of protection of forests, in preservation of their songs, their musical instruments, their vestments, handcrafts (ceramics and feather), dances, legends and rhythms.

 

Keywords: Musical Education, Multicultural, Interculturalism, Cultural Wealth.