Poética dos sons e intersubjetividade nos processos coletivos de aprender música.

Abstract

I propose a discussion on the relationship between teaching music and processes of learning music for tensioning the understanding of teaching and learning since the entry of my sensitive body in the world that makes our existence not be individual, but collective immediately. I opt for the approach of the phenomenology of Maurice Merleau-Ponty as theoretical-methodological strategy of weaving the concept of intersubjectivity and common world from the meeting between education and music. This is not about unlocking the mysteries shrouded by the concepts, but to circumscribe a field to think about teaching music. The discussion is historically significant and necessary, since the music returns to the schools curriculum, without ever getting out of human's life. I describe spaces and metaphorical modes with which we treat music and education in different circumstances. The poetic dimension as language production and music as action in a common world are described, without a view to the final point, from my experiences as a teacher at Federal Catarinense Institute Campus Fraiburgo-SC and at Big Band Vila Teresa of Vera Cruz. Both educational spaces are the common thread of the emergence of an approximate description that points to search for a musical teaching as intersubjective meeting that prioritizes the beginnings and admires the transformations, which pursues the proccess of music learning as production of senses on coexistence in the world, like collective processes of together we make music.