EDUCATION, CULTURE, AND YOUTH: RELATIONSHIPS BETWEEN MUSICAL HABITS AND THE IDENTITY FORMATION AND EDUCATIONAL PRACTICES OF STUDENTS IN CAMETÁ-PA

Abstract

This article, based on academic research conducted for a master’s thesis in the Graduate Program in Education and Culture, investigates the relationships between musical habits and the identity and educational development of high school students in the municipality of Cametá (PA). Based on a literature review drawing on Hall (2006), Bauman (2005, 2013), Bezerra (2018), Penna (2010), Green (2008), and other authors, the study integrates the theoretical dimensions of identity, music education, hybridity, and the culture industry based on the reality of students at the Júlia Passarinho State High School. The methodology includes a literature review as well as an empirical phase involving the administration of a structured questionnaire to students, which maps their musical habits, genre preferences, and the relationship between music and the school environment. The data reveal that, although music plays an important role in students’ daily lives, its presence at school is rare, sporadic, and disconnected from the repertoires popular among young people, highlighting a disconnect between students’ cultural practices and established pedagogical approaches.