A vertente musical nativista como proposta pedagógica de uma educação musical libertadora: uma experiência coletiva/colaborativa na formação de professores de música

Abstract

Musical’s teacheres training courses prepare their students to work in different formal and non-formal teaching contexts. Consider and enable a reality of each different scenario as forms of involvement that their students have with music, among them as musical instruments as access to local, regional and/or national manifestations and cultures. Popular music, associated with the thought of urban musical expressions, has a significant space in music training curriculum of musical’s teachers (GROSSI et al., 2007 and VEDANA, 2014). The regional musics’ festival - Canção Nativa – what happened in the city of Uruguaiana/RS was responsible for the projection of the so called “nativist music” that was consolidated in the 1970s as one of the musical aspects present in Rio Grande do Sul. With this, the present critical-reflective report aims to investigate the pedagogical-musical contributions of the songs of this festival in the context of the training of music teachers at a university in the south of Brazil. Based on the qualitative approach, the study is supported by action research comparisons. The research was developed in the curricular component Special Topics in Popular Music, offered in the Music’s Course – Licentiate of the Federal University of Pampa, Campus Bagé/RS, locus of the author's teaching activity. Based on studies by Narita (2015), we assume in the didactic strategies that dialogue with songs from a historical cut of the festival editions, a possibility of liberating teaching in the conceptions of a musical education, which instigates autonomy and reflection of practices musical didactics of music graduates. A pedagogical script was proposed with ten meetings addressing the main historical facts of the event, as well as the use of its repertoire for musical practices together. The results show that students see the approach to this theme as a motivation to attend this curricular component. In addition, two works of collective/collaborative arrangements were developed in which the students could listen, “take it by ear”, create, play and record their collectively defined melodic lines. From the consideration of the data, we realize how much this action research can contribute to identify how music festivals, like the Rio Grande do Sul’s California da Canção Nativa, especially with their music, can contribute as liberating pedagogical-musical strategies for the construction of teaching practices in a music teacher training course.