A implementação da Lei 13.278/2016 na Rede Estadual de Ensino do Amazonas: trajetórias e perspectivas para o ensino da música nas escolas

Abstract

The teaching of music in schools is a topic that runs through discussions about the appropriation of musical knowledge, social inclusion through music, integral education, cultural diversity, among others that require reflections on music education at school. This research aimed to describe the trajectory of the implementation of Law Nº. 13.278/2016 in the Curriculum Reference for Elementary Education in Amazonas, with a focus on teaching music as a language. We sought to understand all the stages of implementation of the law and what was the vision of the specialist music teachers who made up the working group for the elaboration of the Amazonian Curriculum Reference. The study was carried out based on qualitative research, seeking to attribute meaning and significance to the implementation actions of Law No. 13,278/2016 in the Curriculum Framework in the temporal and historical dimensions. It is also characterized as a descriptive and phenomenological study, seeking to explain the actions from the context. Data collection took place through documentary and bibliographical research and the application of online questionnaires to specialist music teachers. It was found through this study that Law No. 13.278/2016 amended the provisions of Law No. 11.769∕2008, won through struggles and demands of organized civil society and which guaranteed the mandatory teaching of music in schools. The new law diversified the artistic languages in the National Common Curricular Base – BNCC and consequently in the references of the states. As evidence of advances in music teaching, the presence of relevant projects in schools is pointed out, and as a challenge, the polyvalence of Art teachers and continuing education.