Os cursos de licenciatura em música: sentido, intencionalidade e funcionalidade na educação brasileira

Abstract

This research was born from reflections that are related to the teaching of music, to its

practice, to interdisciplinarity applied to Education and, more specifically, to that employed

in undergraduate courses of Music in Brazil. Ambiguity was thought as a metaphor for this

research, quite present in the professional trajectory of the ones Who wish to act both in the

teaching ofmusic and in musical performance. The issues that have led to its implementation

have given rise to the following issues: 1- How to reconcile the musical education received

in the undergraduate courses of music that, in the great majority of cases, contemplate

subjects directed to the learning of the musical language (pedagogical technicism), with a

professional performance that extends not only for the performance but for the teaching? 2-

Considering the courses and curricular bases for undergraduate courses in music, how to

adapt the curricula ofthese courses in music to an interdisciplinary pedagogy, which would

be able to attend, on equal terms, both the exercise ofteaching and the learning ofthe musical

language? These issues have motivated the need to review the researcher's artistic

performance, the musical education she has obtained and her role as coordinator and music

teacher in the Music Education Course at "Grupo Educacional UNIESP". The aim of this

research is focused on the Music Licensing Courses, in order to evaluate its mnction and

usefulness for society and education. In order to do so, the regulations that govern these

courses were analysed and testimonials from teachers were evaluated. The literature review

has included texts by researchers from Education, Music Education and Interdisciplinarity.

This research brings to the Academy, reflections on the importance of adopting thoughts and

interdisciplinary measures in these courses as a possibility to assist music teachers both in

their daily activities and in the research they produce, as well as remodeling their Educational

standards. The theoretical line followed was that of a case study, with a visible

bibliographical and documentary component. In addition to the Introduction and Final

Considerations the thesis presents five chapters containing theoretical framework, current

regulations in Education, issues on the teaching of Undergraduate courses in Music, the

concept of curriculum, Interdisciplinarity, and a detailed analysis of the Undergraduate

Music Course of "Grupo Educacional UNIESP