This study aimed to analyze the possibility of using Body Music in the stages of the
Investigative Teaching Sequence (SEI), based on the work of Carvalho et al. (2009), with
theoretical support in Ausubel's meaningful learning. The research participants were 6
professors from the Science Club Prof. Dr. Cristovam W. P. Diniz, located at UFPA – Campus
Castanhal. The research was developed from a Body Music workshop given by the author to
stimulate the teachers' perception of the sounds of their bodies, as well as to identify the limits
and possibilities of investigative experimentation with Body Music in the interdisciplinary
teaching formation of the Science Club. Prof. Dr. Cristovam W. P. Diniz. For that, a case study
was used as a qualitative method for the constitution of information, supported by the
theoretical and methodological assumptions of the participant research. The workshop was
carried out through Google Meet, lasting four hours, organized in two synchronous meetings
on alternate days and one hour of asynchronous experimental activities sent by WhatsApp. In
the asynchronous meetings, questionnaires with open and closed questions were made available
to survey the impressions and possibilities of implementing Body Music in the Science Club.
From the technique of data collection by indirect observation called primary source, it was
possible to observe the importance of Body Music for teacher training as a stimulus to
creativity, expression, perception of oneself and the other. The sounds extracted from the bodies
by touch, beats, chants and whistles led to highlight the approach and accessibility of music for
science teaching. As it is a device common to everyday life, it can contribute in an
interdisciplinary way by allowing the approximation between science and art in the Science
Club. Through the study carried out and the pedagogical suggestions presented by the
participating teachers, it was possible to understand that Body Music can help and foster the
educational process in the Science Club as an integral part in the construction of the individual,
in stimulating investigative experimentation with their body. in the creation of improvised
music, spontaneity and in the discovery of artistic skills. The interdisciplinarity that is present
in SEI's pedagogical proposal is fundamental for the interaction between science and art and
music and science.
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