Juventudes, música e o ensino médio na Rede Federal: estado da arte nos Anais dos Congressos Nacionais da ABEM de 2009 a 2019

Abstract

This research is contextualized in the studies of music and youth in the background of high school in the Federal System of Professional, Scientific and Technological Education (RFEPCT). As this discussion needs to be expanded, I present a dissertation, methodologically rooted in the state-of-the-art model, whose aim is to understand the relations between youth, music and high school within the Federal System of Education. Papers of the Proceedings of ABEM national meetings since 2009 to 2019 were analyzed. In the theoretical scope, tensions and approximations in the trajectory of music education in Brazilian basic education are discussed (RADICETTI, 2010; QUEIROZ, 2014); conceptual questions about youths, their identities and cultures (DAYRELL, 2005; ARROYO, 2014; PAIS 1990); reflections about youth and high school education (TOMAZETTI; SLICKMANN, 2016; DAYRELL; CARRANO, 2014) and more specifically discussions regarding youth and music teaching at RFEPCT (TRAJANO, 2016; AMARAL, 2021). For data analysis, methodological procedures were adopted that raises all papers from national meetings of ABEM from 2009 to 2019, using broader filters that sought data on music in school to the most objective filters for this research, which are data related to music and high school in the RFEPCT. 1603 papers were analyzed and, among these, only 18 are related to the main objective of this research. Among the 59 studies located that were related to high school in general, about 30% came from the Federal System of Education. Based on the selected papers, thematic groupings and discussions were carried out based on approximations and articulations for analysis. Findings point out that there are few studies on music and youth in high school in the Federal System of Education, and only three dedicated to discussing this theme specifically. It is understood that the pedagogical-musical practices presented, regarding the Federal System, have advanced, somehow, perceiving the musical knowledge of these youths. However, the contexts and life and social markers of these subjects, in the most diverse dimensions beyond musical knowledge, are not pointed out with much emphasis.