2026-10-082026-10-082026-08-18CANTÃO, Felipe Novaes. Abordagem inovativa em educação musical para escolas da Rede Básica. 2026. 296 f. Tese (Doutorado em Educação) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará. Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/345AbertoEducação musicalAbordagem inovativaInovação pedagógicaCultura digitalMetodologias ativasMusic educationInovativa approachPedagogical innovationDigital cultureActive learning methodologiesTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de EducaçãoEducação musicalInserted within the research line Cultural Knowledge and Education in the Amazon, this study investigates pedagogical innovation and music learning in the context of digital culture, aiming to propose the InovAtiva Approach to Music Education for Brazilian Basic Education. The approach is conceived as a theoretical-methodological proposition developed through the triangulation of the contemporary philosophies of Music Education proposed by Bennett Reimer, David Elliott, and Keith Swanwick, Active Learning Methodologies, George Siemens’ Connectivism, and Digital Information and Communication Technologies (DICTs), articulated with evidence produced from a longitudinal and multimodal empirical-documentary corpus. The study adopts a qualitative, interpretative approach, grounded in the articulation of theoretical review, documentary analysis, and the interpretation of empirical evidence produced between 2021 and 2025 at Colegio Tenente Rego Barros, in Belem, Para, Brazil. The corpus comprises musical productions, audiovisual records, activities developed in digital environments, instructional materials, and institutional documents resulting from pedagogical-musical practices carried out in Basic Education, providing the empirical foundation for understanding the relationships established among learners, musical practices, pedagogical mediation, digital technologies, and educational contexts. The interpretation of this evidence, in dialogue with the theoretical framework, made it possible to identify the structuring principles of the InovAtiva Approach and to delineate its pedagogical-musical architecture, understood as an interpretative synthesis of music learning experiences in digital culture. The findings indicate that contemporary music learning constitutes a relational, dynamic, and contextual phenomenon whose organization transcends linear models of teaching and learning. The study concludes that the InovAtiva Approach constitutes a theoretical-methodological proposition that expands the possibilities for understanding and organizing music learning experiences in digital culture, thereby contributing to the epistemological advancement of Music Education, teacher education, and the enhancement of pedagogical-musical practices in Basic Education.PPGED - Saberes culturais e educação na Amazônia