A música dos blocos afro: formação de professores de música para implementação da Lei 10.639/03

Abstract

The present work is structured in four parts: the memorial, which aims to describe the paths traced during the Professional Master's Degree in Music; a paper presented at a congress; the reports of the Supervised Practices carried out throughout the three semesters; and, finally, the final product, the result of the research carried out throughout the Master's Degree, that is, the book "The Music of the Blocos Afro: Training of Music Teachers for the Implementation of Law 10.639/03". The objective is to offer a pedagogical resource for music teachers, centered on the music of the Blocos afro, addressing issues related to Law 10.639/2003, therefore, education for ethnic-racial relations, the importance of the black movement in the fight against racism and the promotion of affirmative action, in addition to presenting some suggestions for activities designed for music classes. I chose the Blocos Afro as the theme of this work due to their musical, social and political representation, in the promotion of affirmative action, in the fight against race and racial discrimination. It is intended for teachers of music of the network and seeks to offer subsidies that can contribute to their continuing education, since in the current context they need to be sensitive to cultural and musical diversity but also active in promoting education for ethnic-racial relations in the classroom. The first chapter presents a brief historical exposition on the emergence and actions of the black movement that culminated in the creation of Law No. 1,390/51, which prohibits racial discrimination, Law 7,716/89, which determines racial equality and, finally, Laws 10,639/03 and 11,645/2008, which make the teaching of African history and culture mandatory, Afro-Brazilian and indigenous. In the second chapter, a reflection was developed on the need to build a decolonized thought so that there is a resignation of ethnocentric and hegemonic patterns. In the next chapter, I discuss how the teaching of music, as a language and source of knowledge, can contribute to the construction of ethnic-racial relations education. In chapter four, I present the main Blocos Afro of the musical scene of the city of Salvador. In the fifth chapter, I present proposals for musical activities based on the musicality of the Blocos Afro presented, addressing elements linked to their cultural and musical matrices. In the final considerations, the contributions of this work were exposed, the implications for the implementation of Law 10.639/03 for the area of music education.