Resumo:
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.
