Aspectos dicotômicos da educação musical brasileira e as perspectivas do ensino de música

Abstract

Even after the enactment of Law 11.769/08, the pedagogical use of music as a school subject with specific knowledge of the area is still insignificant and its teaching in institutions ends up being reduced to the content condition of other disciplines, of which art is a protagonist. Either for normative or pedagogical reasons. Since then, vagueness, contradictions and ambiguities have been generated that are reflected dichotomously in the musical teaching-learning processes carried out in schools, while awareness of the importance of music in education, without disregarding the influences of the media and cultural industry on this content. Then, it led to a reflection on the issues involving the dichotomous aspects of music education and music education in Brazil, starting from the bibliographic research in the fields of Pedagogy and Music Education of authors such as Bastian (2009), Penna (2008), Fonterrada (2008) e Esperidião (2012), among others, and the study of Brazilian educational norms, such as the PCN, PCNEM and BNCC to find the arguments that support the dichotomous existence of musical education in the country. Finally, it is considered essential that educators in general discuss the role of music in school, and the contradictions and ambiguities arising from the interpretations of music as “curricular content” and “disciplinary content”, the position of music in the normative curriculum and in schools, as well as its objectives for the global education of students. As a result, it is understood that a change in the normative vision of political and pedagogical agentes and of the respective institutions regarding the role of music in school is fundamental.