O ensino de Geografia e a linguagem musical: construção do raciocínio geográfico no ensino médio

Abstract

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.