A música na Educação de Jovens e Adultos (EJA): um estudo sobre relações musicais entre diferentes grupos etários na escola

Abstract

This master’s degree dissertation aims to unveil the relations that groups of different ages establish with music according to EJA (system of Education of Youngers and Adults). Moreover, it is proposed in this work, as main objective, unveil the individuals and/or collectives constructions about musical elements brought by the students who attend EJA; also aims in identifying relations between students and music and how they deal or how they are questioned by the generation into this generational context; to understand how these relations that young and adults set with music that are pervaded by factors as social and genre classes; and to discuss whether and how these relations are associated to the musical experiences of these students. Its theoretical basis is provided by music as social practice (SOUZA, 2004; 2014a); and generation as social construction (FORQUIN, 2003); (DEBERT, 1998); (BOURDIEU, 2003); (LLORET, 1998); (VEIGA-NETO, 2002); (MANNHEIM, s/d); (INAGAKI et. al., 2008); (GREEN, 1987). It is a qualitative nature and its dada collection is through free observation and the focal group in a school which offers EJA modality in the city of Uberlandia, Minas Gerais State. Thirty-nine EJA students took part in this study. The results have shown that young and adults created relations with music starting with its own individual/collective experiences inside and outside of the school environment. Among the identity categories, it has been confirmed that the age/generational category stood out on the accomplished discussions when in focal groups. It has been seen that age and generational aspects in the relations that young and adults establish with music were pervaded by social factors as social and age classes.