A educação musical em escolas municipais de Camobi - Santa Maria/RS: um estudo com diretores

Abstract

The present monograph is linked to the line of research of Management of School Organization of the course of Specialization in Educational Management from the Federal University of Santa Maria (RS) and to the research group Formation, Action and Investigation in Musical Education (FAPEM). This research had the main purpose of knowing the directors conceptions about musical education and the actions which aim at implementing the musical education in the early years of basic school education in local teaching institutions of the district of Camobi, in Santa Maria (RS). Specifically, sought to (a) to know the conception of management that orientates the directors practice in the studied institutions, (b) to know the directors conceptions about musical education in the early years of basic school education, (c) to comprehend the way how the musical education is regarded in the school organization, (d) to know the actions applied in the insertion and/or the amplification of musical education in the early years of school education. The study has a qualitative approach, which is characterized as a research using semi-structured interviews accomplished with five directors of schools located in the district of Camobi, Santa Maria (RS). Research data have been analyzed according to the content analysis technique. Through the study sought to verified that the directors develop their manager practice by the perspective of democratic management and they believe in the relevance and value of musical practices in the school. However, they attribute to the music in the school several functions that end up creating an estrangement from the area’s recognition as knowledge that embraces specific contents and objectives. Such fact, added to the poor musical formation of professors in the early years of the school basic teaching and also to the inexistence of music specialized-professors in the school contributes for the absence of musical education in the PPP of the studied schools and, consequently, in the curriculum and school practices of such professionals. Moreover, in most cases, it restricts the actions that aim at inserting this area of knowledge in to the school context.