Until when Brazil? decolonial perspectives to (re)think higher education in music
Music in Brazil was institutionalized through an intense process of colonization. This fact has meant that curricula, contents, objectives and methodological approaches, as well as other aspects related to the formal teaching and learning of music in the country, were historically based on strategie...
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| Format: | Online |
| Language: | Portuguese |
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Universidade Estadual de Campinas
2020
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| Online Access: | https://econtents.sbu.unicamp.br/inpec/index.php/proa/article/view/17611 |
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| Summary: | Music in Brazil was institutionalized through an intense process of colonization. This fact has meant that curricula, contents, objectives and methodological approaches, as well as other aspects related to the formal teaching and learning of music in the country, were historically based on strategies created for the teaching of Western classical music of the past. Considering this context, this paper analyzes the current reality of coloniality in Brazilian higher education and proposes strategies to incorporate decolonial perspectives into music education. The discussions here are supported by a qualitative research that contemplated twenty important universities in the country in the area of music, considering in the selection of these institutions, among other criteria, the singularities of each Brazilian region. The data was collected from documentary research that provided access to both the pedagogical projects of the universities studied and a vast set of documents related to the proposals and strategies for music education in these institutions. The results showed that there are still strong traces of coloniality in undergraduate music courses today, with a broad dominance of erudite Western music and the reproduction of the disciplinary model as the only alternative for curriculum organization. Based on the theoretical bases and the empirical data analyzed in this study, the text presents guidelines for thinking about and implementing decolonial strategies for the teaching and learning of music in higher education in Brazil. The reflections presented consider that it is necessary to work decolonial gaps and ruptures, mainly through the expansion of musical knowledge covered and the incorporation of new curricular strategies related to the singularities of music in the country. |
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| ISSN: | 2175-6015 |
