Tecendo processos de transformação por meio da música: sentido social, estético e humano do canto coletivo “Voz 60+” do Centro de Música do Sesc Consolação

Abstract

This research is situated within the Research Line on Public Policies, Educational and Curricular Reforms of the Education Program: Curriculum at PUC-SP, within the scope of in-depth investigations into Paulo Freire's pedagogical thought. The objective is to investigate what collective singing, in a context of non-formal music education, can expand in relation to individuals' understanding of themselves, others, and the social environment, towards a dignified life with greater social justice, thereby bringing them closer to artistic expression in a democratic manner. The participants in the study are individuals from the vocal workshop at the Sesc Consolação Music Center, Voz 60+. The key concept of this investigation is 'Being More,' present in Paulo Freire's works, which posits dialogue as a fundamental requirement for the construction of knowledge. As a data production procedure, the life history methodology was employed, and in its context, the technique of reflective interviewing was used, allowing for an understanding of how the diversity that is present within the group contributes to the collective construction of knowledge and modes of coexistence that promote human dignity. As a theoretical framework, Paulo Freire is the primary author in the field of education. In the realm of music and social aesthetics, which addresses the sense of a singing community and its ramifications, the contributions of Carlos Kater, Cecília Maria Valentim Teixeira Coelho, and Hans-Joachim Koellreutter are highlighted. In the context of choral practice, Samuel Kerr presents a manner of “inviting to sing” democratically, dialogically, and freely. The produced data will be analyzed using the theoretical-methodological resource of a Freirean conceptual framework, which centers on collective action. By incorporating music and collective singing from a critical and liberating perspective, this research contributes both to theoretical reflection and pedagogical practice, expanding discussions on curriculum and public policies while reinforcing Paulo Freire's legacy in contemporary discourse within an interdisciplinary field that integrates education and music