Cultura potiguar na aula de Música: um estudo de caso com um professor de música de uma escola estadual do RN

Abstract

This qualitative case study aimed to investigate the pedagogical practices of a basic education teacher who incorporates elements of Potiguar culture into their music classes. The research sought to understand how the teacher conceives and implements activities that value local musical diversity, and how these practices contribute to the construction of students' cultural identity. Through semi-structured interviews, the strategies and resources used by the teacher to integrate Potiguar culture into their teaching were analyzed. The results indicate that the incorporation of elements of local culture contributes to the construction of a more relevant and meaningful curriculum for students, promoting the valuing of cultural identity and the development of a sense of belonging. The research corroborates with previous studies that point to the need to decolonize music education, overcoming the Eurocentric view and valuing Brazilian cultural diversity. By integrating Potiguar culture into their pedagogical practices, the teacher in question demonstrates a commitment to promoting a more just and inclusive music education that respects and values cultural plurality.