A implementação do ensino de música em escolas da rede estadual amapaense: implicações para a formação e o trabalho docente em arte no Município de Macapá-AP

Abstract

The present research analyzes the implementation of music teaching in schools of the basic education network in the State of Amapá, considering the implications for training and teaching work, from its mandatory nature as a component of the school curriculum through Law N. 13.278/ 2016 The aforementioned law amends § 6 of art. 26 of Law No. 9,394, of December 20, 1996, which sets the guidelines and bases of national education, defines music as one of the languages in the teaching of arts in basic education. Methodologically, we seek to approach Dialectical Historical Materialism, with data collection and treatment based on a non-directive semi-structured interview. Seven teachers from seven schools in the metropolitan area of Macapá were interviewed, selected by geographic zones, having as main criterion the demographic density of each region. In addition to these, two representatives of the State, one being a member of the State Council of Education and the other of the Secretary of Education of the State of Amapá. The data reveal the inexistence of a formal process of implementation of the investigated public policy. Including lack of institutional offer of continuing education and hiring professionals with specific training to meet the legislation. This process has implications for the work activity of teachers, in addition to making it impossible for the effectiveness of music teaching in the schools surveyed, with damage to the processes of integral human formation and denial of the right to students to enjoy this formative practice