EDUCATING THROUGH SOUND: REIMAGINING ART EDUCATION WITH MUSIC AT ITS CORE

This article, which presents the results of research carried out during a postdoctoral residency in the Stricto Sensu Graduate Program in Education and Teaching – PROMESTRE – Professional Master's in Education and Teaching – FaE/UFMG, sought to uncover the relationships, conceptions, and practices that Youth and Adult Education (EJA) teachers develop in the arts, especially music in this context. The objective is to analyze the relationships established by art teachers, particularly in EJA, with music as part of their pedagogical practice, taking into account the diversity and heterogeneity of this educational context. This qualitative-quantitative research is situated in the field of EJA, intersecting with references from Art and Music to build its theoretical framework. Data collection was carried out through a virtual questionnaire made available on Google Forms, composed of open and closed questions, and sent to Art teachers working in Minas Gerais.The results showed that few teachers establish direct relationships with music in their teaching practice, offering almost no opportunities to work with this artistic component in the classroom. Among those with a background in Art, Music is not included due to their limited understanding of this language as a field of knowledge and curricular component.Thus, the article highlights the concern and need to review and reformulate pedagogical practices in EJA that value and recognize the importance of music as an artistic language and cultural practice. It also emphasizes the importance of supporting and offering methodological possibilities and alternatives in music for teachers working in this educational modality.