Damodara: uma pesquisa-ação em uma turma da educação infantil com música/cultura Védica

Abstract

This work had as general objective the understanding of the process of planning, implementing and evaluating activities with Vedic music in an Early Childhood Education class at the Nucleus of Childhood Education/College of Application at UFRN. As specific objectives I sought: to understand how the process of music education takes place in an intercultural perspective; understand the needs of intercultural musical learning of the researched class; identify which elements of Vedic culture best relate to the context in question; and perceive the understandings and reflections developed by the children from the intercultural musical context with the Vedic culture. The concepts of Music and Music Education as Ethical Practice proposed by Wayne Bowman and the understandings of Vedic culture by A. C. Bhaktivedanta(tava sem h) Swami Prabhupada and Hridayananda Das Goswami constituted my theoretical framework along with the understanding of music as culture. This Action Research was developed at the Childhood Education Nucleus/College of Application of the Federal University of Rio Grande do Norte (NEI/CAp – UFRN) in the city of Natal-RN. In view of the research objectives, the selected class was Class 4 A of Early Childhood Education, the last year of this stage of education. Data were collected from audios, logbook, image and video recordings and semi-structured interviews. The results signaled four main focuses: Buddhi (tava bhuddhi) Yoga: A Reflection on Action; Veda: Distinct Cultures, Similar Values; Maunan: Here and Now and Kaumara: From the Imaginary to the Concrete, a Creative Act. From this perspective, this research contributes so that the area of music education can expand its proposals within an ethical perspective committed to diversity. It is concluded that it is possible to transpose early childhood education and reach other levels of basic education, bringing intercultural possibilities with ethical practices and aimed at the protagonism of students. The experiences found here can also, in some instance, contribute to the training of teachers in the area of music education, especially in the training of an educator who goes beyond technical musical content and involves his students in musical activities in a practical way such as approaches Wayne Bowman. In addition, cultural diversity in teacher education is increasingly necessary and practices with Vedic culture can contribute to the expansion of teachers' musical educational repertoire.