Libertary songs in teaching: understanding the “sertão nordestino” in school geography

Abstract

The present work originates from a degree project in Geography, focusing on the perspective of the arts as a reading of Latin American heritage landscapes. Based on some principles of libertarian and phenomenological approaches of school geography to understand the subject's power in his daily actions, he appropriated an artistic tool, the musical song, still considered “alternative” in basic education. The content worked through the classroom intervention was Sertão Nordestino. And the songs were selected by associative contrast (traditional X unusual). Bearing in mind that art music is a carrier of geography, we sought to understand the country landscape as an understanding of a lived world, without formal plasterings and accessible to the student. The result of the proposed reflection demonstrates musical possibility in the classroom, as an easy and competent strategy for understanding geographic content.