ABEM's magazine is a publication of unprecedented articles in musical education,
resulting from theoretical researches and critical reflections on pedagogical
experiences. Among the topics researched, we can find the everyday music. In this
research, I had as general objective to investigate how the students’ extracurricular
everyday music has been discussed in articles on musical education in basic
education in ABEM’s magazine during the period from 1992 to 2014, as well as the
underlying relations with pedagogical trends of school education. It was carried out
bibliographical research with the following steps: collection of articles from the ABEM
Magazine on students' extracurricular everyday music education in the school of
basic education, held on the site of the entity; recognition reading; exploratory
reading; reflective reading; and interpretive reading (LIMA & MIOTO, 2007) of the
collected articles aiming the selection, critical analysis and cataloguing the articles.
The works we found were analyzed in the light of the theoretical foundation of this
research, around the themes: quotidian and pedagogical education trends. The
research results indicate that in the period from 1992 to 2014 ABEM's magazine has
published 25 articles that deal with students' extracurricular everyday music
education in the school of basic education. Among other aspects, the articles bring
reflections and underlying modes of working the quotidian in music class. Consider
the students’ musical experiences of their everyday life in order to be inserted in
Basic education. It is not only about listening to their favorite music. The authors
conducted their research seeking to understand the musical universe of students and
how their informal educational processes occurred. They presented in their
discussions the importance of contributing to the expansion of this universe of
listening without imposing the classical repertory in superior quality or redeemer
towards social integration to a standard established, but in the form of challenge to
music educators to create strategies for the production of knowledge through the
exercise of exchanging information as a mediator between the knowledge and the
student in a horizontal relationship without labelling the repertoire familiar to the
students. The pedagogical trends that predominate in the texts underlying manner
are those that advocate the consideration of student’s culture, the horizontal
relationship between teacher and student, the valuation of the students’ everyday
experiences and cognitive development and critical thinking. These premises are in
the progressist liberating trend, liberal and libertarian New School critical-historical
also known as social critic of the contents.
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