Música e seu ensino-aprendizagem no contexto não formal: a experiência do/no grupo infanto-juvenil de flauta doce da Igreja Evangélica Congregacional de Sumé-PB.

Abstract

The present monographic work is organized in form of experience report, whose lived happened in the Children's Youth Group of Sweet Flute, from Congregational Evangelical Church in Sumé – PB, which is formed by children and adolescents between 6 to 15 years old, kids from the church‟s members. The research made is characterized as qualitative, which uses descriptive procedures for detailing the experience. This work aimed to report analytically the possibilities of teaching and learning from music in the non-formal context of a church. As well as the influences of this musical experience with the group flutists about family and social behavior, and also in school performance in relation to the curricular subjects studied by members of the group in their respective schools. The research of the group's impacts about these variables happened by structured instrument of the variables investigated based on the interview on the Likert Scale model. In this paper were discussed issues about non-formal education fields, as well as formal and informal, tracing its characteristics and emphasizing the perspectives of each of these modalities. In the course of this work are discussed issues relevant to the field of Music Education emphasizing the music teaching in elementary schools with regard laws and gaps existents; it is also discussed about the music in society and their potentialities in relation to social transformations; board about musical notation related to the facilities and complexities in the performance of its reading beyond the possibilities of innovation to facilitate its understanding; there is also a little of the History of sweet flute related to its use at different times in history; it is made, still, a discussion about music while art and textual genre in the classroom, including issues related to their contributions in teaching and learning of reading and writing skills, as well as curricular subjects. This monographic work also problematizes the non-effectiveness of teaching and learning from music in the schools of basic education from public area of the mentioned city, in contrast to the reality of private schools in the same city. The research concluded that in addition to promoting music education, the experience of group members had a positive influence on indicators of social behavior and school performance, since most of the respondents stated that the teaching of lived music provided the levels "helps a lot" and "helps a lot" of influence.