Somnatela: perspectivas etnomusicológicas sobre música e tecnologia

Abstract

This thesis deals with the importance of using technology in the classroom from mobile devices (smartphones and tablets), taking as a reference the musical practice with children from the 4th year of elementary school, in a municipal public school in Salvador. Using participatory ethnography and engaged ethnomusicology (LÜHNING and TUGNY, 2016), feminist and anti-racist (ROSA, HORA and SILVA, 2013) as a methodology and through the applications for the practice of musical education. Many transversal themes were necessary to understand this study and the results of this work, such as the dialogues on intersectionality (AKOTIRENE, 2018), race, gender, public education, diversity and technology (SANTOS, 2016). It is dealt with in the text on the legislation on the use of these technologies in the classroom, proposals for the insertion of mobile education and the benefits that these methodologies can provide (UNESCO, 2014). Through the practice of music, I also discuss the importance of technological infrastructure in public basic education and its consequences for the development of comprehensive education for students (AMORIM, 2019). Among the results I bring the musical development through the applications on mobile devices, the joint practice, the construction of audiovisual material and the strengthening of the protagonism and autonomy of the students, many examples are accompanied by a QR code for the reader / can visit the media. In the final reflections, I discuss the possibilities of providing other perspectives for mobile technology and diversifying the ways of educational practice at school.