Identidades, sujeitos e culturas brasileiras e venezuelanas: a música no processo de inclusão na educação básica

Abstract

Since 2015, the state of Roraima has been undergoing a migratory process that has triggered a transformation in the social and cultural landscape with the arrival of Venezuelan immigrants, inserting themselves into local society and integrating into the culture of the border state. From this phenomenon, teachers, managers and an entire school community were impacted by cultural and social differences, the frequency of a new language, the learning gap as a result of the pandemic period, being directed to a new pedagogical approach that includes the reception of migrant students and their inclusion in the school environment. The objective of this research is to investigate how the teaching of Music as a thematic unit of the curricular component Art, can contribute to the inclusive processes of the Venezuelan community in a school of basic education in Boa Vista. The research has a qualitative focus applied to the cartographic research type, tracing a methodological path based on the concept of rhizome, emotional connections, experiences and experiences in the field of learning, in the study of intercultural relations between Brazilian and Venezuelan students and new inclusive processes in order to find us with a model of intercultural education The theoretical references for this cartography are Alencar (2019), The research has a qualitative focus applied to the cartographic research type, tracing a methodological path based on the concept of rhizome, emotional connections, experiences and experiences in the field of learning, in the study of intercultural relations between Brazilian and Venezuelan students and new inclusive processes in order to find us with a model of intercultural education The theoretical references for this cartography are Alencar (2019), Aragão and Santi (2018) Bauman (2006), Deleuze and Guattari (2006) Oliveira (2019), Pabis and Martins (2014), Freire (1970), Freire (1992), Fanon (1968), Fleuri (2003) Hall (2006), Kastrup (2009), the Universal Declaration of Human Rights (1998), BNCC (2017) and DCN, LDB and Migration Law. Based on these authors, we intend to emphasize the importance of the teaching of Music, as an area of knowledge that seeks to expand the reflective, creative and expressive autonomy of students, as a possibility for an education with intercultural and inclusive perspective.