No “chão” da universidade : o ensino superior de música na perspectiva intercultural

• Autor(a) principal: Galizia, Fernando Stanzione
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/7828
• topic: Educação Superior; Ensino de Música; Didática Crítica Intercultural; Higher Education; Music Education; Critical and Intercultural Education; CIENCIAS HUMANAS::EDUCACAO

This study is about Music Higher Education and it aims to answer the following question: what are the possibilities and limits of a music theory subject according to the principles of Critical and Intercultural Education? The general purpose of this research is to investigate possibilities and limits of social and educational practices that overcome the traditional teaching paradigm still prevailing in Music Higher Education, in an Intercultural direction. Based on the qualitative paradigm, this study is an intervention research that falls within the practitioner research movement. Data were built through semi structured observations in Language and Musical Structure subject, which is mandatory for the Music Education Course of the Federal University of São Carlos. The main theoretical principles are based on studies by Candau (2012a), as well as by other authors such as McLaren (2000), Pérez Gómez (1994), Hall (1997) and Santos (2002; 2014), among others. Data were analyzed from three broad categories, according to the intercultural education concept map (CANDAU, 2010; 2012e). They are: social and educational practices; knowledge; and subjects and actors. The conclusions show that university music professors must question the usual music teaching dynamics, which are monocultural and based on frontal and conservatory teaching models. It was also possible to conclude that university music professors must affirm the plurality of possible truths in the musical knowledge, which shall not be reduced to a certain cultural universe. Finally, by means of the valorization of multiple languages, medias and cultural expressions, it was possible to strengthen the students’ identities within the reach of only one subject, promoting empowerment, emancipation and autonomy processes, valuing differences and promoting equality.