O processo de criação musical da criança: análise de uma experiência no âmbito dos Estágios Supervisionados III e IV

Abstract

This Course Conclusion Work aimed to critically reflect on our course of pedagogical experience in the context of Supervised Internships III and IV developed within the Licentiate course of the School of Music (EMUS) of the Federal University of Bahia (UFBA). The experience referred, therefore, to the pedagogical conduct of the classes based on conceptual and methodological principles, such as the musical gesture (SCHUBERT, 2019), the circle (BOMBASSARO, 2010) and the protagonism (SIROTA in: BROUGÈRE, G. ULMANN , A., 2012). These principles relate, roughly, to children's speech and musical expression, from a perspective of conversational learning and the development of their own worldview negotiated with peers and the adult world. We produce syntheses in favor of a musical pedagogy that adds, in addition to the principles of Swanwick (2003), Cavalieri, Swanwick (2002), Schafer (2001), also ideas and concepts present in the theory of the Bantu Wheel by Leitieres Leite . The issue of the percussive wheel, for example, was a fundamental element for the constitution of methodological ingredients for the development of classes that had indelible marks in children's protagonism, in percussive and rhythmic work and in musical gesture.