Curriculum tendencies on Music Education: uncertainty and permanency in an endless present

Abstract

These theses about postmodernity and their expressions on social reforms implemented since 1990, have been used and incorporated by the musical education, in the teaching and formation of the docent. The objective in this text is to reflect on this matter seeing it through the practical-reflective teacher and a pedagogy focused on the docent's competences, in learning how to learn and the overvaluation of knowledges of the everyday experience. A search on the musical education literature, above all in articles published in Journal and Anais of ABEM (Brazilian Association for Music Education) of of the last ten years, suggest a large diffusion, in the music education field, of postmodern/ post-structuralist suppositions about social and cultural life. This dissemination happens parallely with a bigger embodiment and its conceptions of formation and knowledge. The Marxian reference states that these theses may produce a retreat of the theory, depoliticisation of the debate and impoverishment of the act of knowing.

Analyzing instrumental music education models: a four-dimension tool

“…This comparative analysis of contrasting educational systems allows discovering new paradigms, adding options and strategies for tackling shared challenges in different educational settings (Burnard et al, 2008), and unpacking similarities and differences among countries (Nielsen, 2006). However, comparative analyses must start from a process relativization, where cultural contexts and the circumstances of each society are taken into consideration (Carvalho & Carvalho, 2016).…”