Tambor de crioula: práticas para o desenvolvimento de habilidades musicais no ensino fundamental (anos finais)

Abstract

This master's research investigates the popular cultural expression "Tambor de Crioula," seeking to identify significant aspects that can be applied as a pedagogical resource in art music classes in public elementary schools. The research started from the following question: how to make art music teaching more meaningful to students through the Tambor de Crioula? This work consists of creating a didactic reference to be developed through an educational intervention, encompassing a set of ethnic instruments and musical didactic activities. To achieve this purpose, the general objective was established as to investigate the use of Tambor de Crioula music as a pedagogical resource to develop the "Skills of the Knowledge Objects" of the "Music Thematic Unit," of the Art in Elementary Education—Final Years of Basic Education discipline, according to the Base Nacional Comum Curricular (BNCC). Consequently, three specific objectives were listed: a) to contextualize the paths of music teaching in contemporary basic education; b) to describe the ethnic manifestation of Tambor de Crioula with its representative musical elements; and c) to create examples of musical teaching activities based on the specificities and/or singularities of the music of the regional and/or local ethnic manifestation - Tambor de Crioula. The methodology used was bibliographic research through the contributions of Abreu (2015), Costa (2023), De Melo (2021), Freitas (2021), among others, and documentary research through specific legislation dealing with Black culture and its inclusion in the school curriculum. This research reaffirms the transformative potential of Tambor de Crioula in music education, highlighting its ability to enrich the school curriculum, promote social inclusion, and strengthen cultural identity. The limitations pointed out do not diminish the relevance of the study but open avenues for new investigations that broaden the impact of this cultural practice in the Brazilian educational landscape. The integration of local cultural expressions, such as the Tambor de Crioula, into music education is a fundamental step towards building a more equitable, diverse, and meaningful education, aligned with the principles of holistic and civic education