Indigenous education and music education

Abstract

This work exposes a discourse presented in the Master’s Dissertation that investigates MUSICAL ART AS AN EDUCATIONAL TOOL IN THE VITALIZATION OF THE STUDY OF THE MOTHER TONGUE OF THE KOKAMA INDIGENOUS PEOPLE IN ELEMENTARY SCHOOL I IN THE COMMUNITY OF SAPOTAL IN THE MUNICIPALITY OF TABATINGA. Music is part of the indigenous life of several indigenous peoples in what is now Brazil, it is part of everything, work, birth, harvesting, rituals and other moments of indigenous life. Music is a human experience. It does not derive from the physical properties of sound, but rather from man’s relationship with sound. Following Penna’s analyses, music is a social and historical phenomenon. Take as an example European music that consolidated the tonal system, creating from its experiences formal codes that Western music obeyed for three centuries. In your system the smallest distance is the perception of smaller intervals. But other people have a different system. The result is when we listen to the music of other peoples, it represents us and to us the music of indigenous peoples may seem strange and in the same way our music seems strange to them. It is clear in the discourse that there is a rupture in mystical concepts regarding music, as it is a production of transcendental origin. In fact, musical sensitivity is not the result of an innate gift, but rather, of acquired stimulus, the result of experience in a given society.