ALVES, Mayra.Gomes; http://lattes.cnpq.br/3132673760797238; ALVES, Mayra Gomes.
Résumé:
Geography is the science that studies the relationship between people and space, ranging from
the analysis of natural landscapes to the complex social, cultural, and political interactions that
occur in a given territory. Music, in turn, conveys messages and emotions in a unique and
impactful way. The union of these two areas of knowledge is relevant because it allows us to
understand how the language of music interferes in the way we perceive and relate to space.
Therefore, this study sought to understand how musical language can influence the construction
of geographic reasoning in high school students, highlighting the importance of music as a
pedagogical tool. The research was carried out from March to June 2024, at the São José State
School of Normal Course in High School Level, in São José de Piranhas-PB. The
methodological path was composed of an approach that combined bibliographic, qualitative
elements, and practical actions, configuring itself as an action research. Furthermore, the
methodology used explored the effectiveness of a didactic sequence in the educational context,
using music as a pedagogical resource in the Geography discipline. Among the instruments, the
elaboration of a diagnostic questionnaire that allowed obtaining data on the experiences of ten
students, as well as the creation of a Focus Group, stood out. The study concluded that the use
of music was relevant and provided the construction of geographic knowledge through themes
such as environmental preservation, industrialization, urbanization, globalization,
socioeconomic inequality in the context of territoriality in geographic space, etc. The final result
was materialized by the elaboration of mental maps, parodies and musical poems, made
available to the school community and teachers who wish to use music as a teaching resource
for Geography classes.
