THE GEOGRAFICITY OF YOUTH AND ADULT EDUCATION STUDENTS REPRESENTED BY MUSIC

Abstract

The text is the result of a research whose objective was to understand how music, as a language, expresses the sense of Geography of subjects in the world and how this language can contribute to the understanding of a Geography of places. The research subjects were 125 (one hundred and twenty-five) students of Youth and Adult Education (EJA), divided between the final years of elementary school, aged between 16 and 62 years, from a Manaus Municipal School. The methodology was based on the phenomenological perspective, departing from the students experiences and their perceptions of Brazil, described, in turn, through musical language, of songs that students considered to describe the country as it is. In addition to the musical language, we had the production of Mind Maps, taking as reference for the construction, the lyrics of the songs chosen by each one. To compose the final result here, only four mind maps with their respective songs were included. The choice was made using as inclusion criteria the age groups chosen at random, as we considered that all the material had content importance. As a result, it was observed that music, in Geography, is an awakening to the imagination about unexperienced places and that stimulates perceptions of the places experienced and reveals the topophilia and geographicalities that link subjects to their places of existence, hence it is a language that contributes in understanding and teaching Brazilian geography.