SILVA, M. J.; http://lattes.cnpq.br/3126182093608801; SILVA, Maria Joseilda da.
Resumen:
The present work has as its theme The importance of music in geography classes. Where the
goal is to approach the music as a communicative way, beyond the verbal, which can be used
as a teaching resource in studies in the classroom, where the same at their own pace and style
demonstrates cultural patterns, encoding messages and takes lessons. The use of different
languages assists in the work of the educator, contributing to the development and critical
thinking of students, for music lessons in geography and a resource that can be used to
facilitate the process of teaching and learning. The choice of this theme emerged needs to
understand and know the importance and how to work the music in geography lessons with a
view to improving the lessons of Geography proposes a differentiated work, placing music
into the room classroom and work methodology applied. Intend with this initiative become
the most pleasurable and enjoyable classes, encouraging access to content that takes teachers
and students to awaken to the study of geographical science and lived spatiality. It is
understood that music is considered a valuable teaching resource, with a potential that can
reduce the supposed fear of learning due to different teaching methodologies. It is proposed,
therefore, together with the contents of Geography insertion of letters, patterns and their
interpretation with respect to geographic themes. Thus, this monograph is to show students
the possibility to insert the contents studied through songs that bring in their geographical
messages poems, trying to make the relationship between music and geography working with
students studied the relationship of contents, causing they identify the lyrics of the
composition aspects of geographic space found in the texts , leaving aside the traditional
memorization of lectures, maps, books, brush, chalk and blackboard or white, which still
remains in the classroom in most schools. Do not want to totally ignore these so called
traditional features as they are needed, but can be supplemented with the aforementioned
alternative which alone can become boring and facing this situation, we can find the lyrics
differentiated ways of working in the contents geography lessons. Thus, it is considered that
the activities around music constitute a viable educational resource for those who teach and
those who learn geography, allowing for more interaction between students and teachers.