Educação musical no Santo Daime e suas ecologias : sujeitos, lugares e modos outros de ensinar e aprender.

Abstract

In this research I performed a intercultural translation with the purpose of translate through the subjects, places and other ways of teaching and learning, the relation between music and education in Santo Daime and explain how the ecologies can be experienced in this educational process. For this I utilized data from three sources: bibliographical, which includes literature revision; documentary, developed with research with hymns; and field work, accomplished with online forms and interviews with daimistas that lived processes of hymn receival. As specific objectives I sought to translate the relation between music and education in Santo Daime and the pedagogical function of the hymns; identify the subjects, places and other ways of teaching and learning that characterizes the musical education in Santo Daime; understand how the process of teaching and learning of hymns mediated by other subjects is developed in Santo Daime; explain which ecologies are expressed in musical education in Santo Daime and how they can be experienced. In order to fulfill the proposed objectives, I followed theoretical paths based on the following authors and their respective concepts: Eduardo Viveiros de Castro and the perspectivism; Rodolfo Kusch and the culture of being; and Patricio Guerrero Arias and the corazonar. All of them helped to think and expand the ecologies proposed by Boaventura de Sousa Santos. Through a decolonial optic, the interconnection of these concepts allowed to understand the daimista rituals as a school where the learnings are processed in the interaction between humans and other subjects, in a dialogic-musical way. I verified the thesis that Santo Daime is a musical education where different ecologies are experienced, such as: knowledge, religious, musical, temporalities, worlds and places, subjects, (inter)subjectivities, the self and the internal/external. Many of them had not yet been theoretically identified and are intrinsically related to the idea of energy, as a vibrational frequency, as an ontological principle that underlies the wisdom of the Queen of the Forest school. Therefore, this research implodes several epistemological certainties inherent to the dominant academic logic, which restricts ways of teaching and learning to intellectual reason, and reduces education to the school environment, as well as to human relationships.