Resumo

Musical Converse Wheel: A Collaborative Approach in Musical Education in School

The work in question, the result of a masters research that encompasses musical appreciation, dialogue and critical formation of students, recognizes the impossibility of ignoring the mass access of students to the artistic Works propagated by the Cultural Industry (ADORNO & HORKHEIMER, 1947). With this in mind, we advocate the need for the teaching of Music at school to innovate in its practices, in order to favor a critical posture of students about mass culture. To deny the influence of this access in the daily life does not corroborate with the dialogue (BOHM,1998) between school, experience (BONDIA, 2002; BENJAMIN, 1987) and sense (DUARTE Jr., 2000). In this perspective, the objective of this study was to construct a pedagogical approach in musical education dialogued with students' daily life focused on the collaboration and construction of their critical perception. As a collaborative activity based on a qualitative and action research methodology, the Musical Conversation Wheel presupposed that the involvement and dynamic communication between several collaborators: students, musicians, teachers, among other participants, sharing their life histories and musical experiences, raised questions about their origins, influences, identifications, critical formation and musicality. Among the results obtained, the mediating collaboration of music professionals, welcoming participants' identifications, contributed to the students' understanding of the condition of music as a product of the Cultural Industry. This methodological instrument indicated a paradigm shift regarding the practice of teaching and the transformation of art classes in the school into a space of critical and identity formation of the subjects.