Musicalidades negras na educação musical: uma reflexão sobre os currículos de formação docente na perspectiva da Lei. 10.639/03
Fecha
2024-05-24Autor
Justino, Jussara Aparecida de Paula
Metadatos
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This research aims to propose a reflection on ethnic-racial relations and anti-racist education
in the music education field starting from a critical evaluation of the curricular proposal for
teacher’s training. The generating elements for the research are black musicalities and the
guidelines in Brazilian Law 10.639/03, historically situated as decolonial and anti-racist
possibilities on the content organization and educational practices from a racial literacy - a
concept in practice on black movement activism contemporaneously revisited as another anti-
racist possibility. The research matters reflect how important it is to bring to musical education
these musicalities as a form of deconstruction, anti-racist and decolonial strategy in order to
bring awareness to curricular proposals in academic degrees in Music. The theoretical
approaches intersect with the main authors in the ethnic-racial relations discussions, such as:
Bento (2022), Fanon (2008), Ferreira (2019), Lopes (2011); in the curricular proposals
discussions: Arroyo (2018), Ferreira (2019), Souza (2011); in the music education field:
Azevedo (2011, 2019), Brito (2003), Gilroy (2019), Joly et Severino (2016), Kazadi Wa
Mukuna (2000), Koellreutter (1997), Salomão (2021); in decoloniality discussions: Barreto
(2018), Costa, Grosfoguel et Torres (2018), Gonzales (2018), Kilomba (2019), Nascimento
(2021), Quijano (2017), and anti-racist education field: Acho (2021), Almeida (2019), Fonseca
(2012), hooks (2017), Pinheiro (2023), Ribeiro (2018).
The methodology’s approach was the focus group’s perspective, qualitative research, and
online meetings were conducted for reflection and discussion on the theme; the data collect
was made through recording the meetings on the Google Meet platform, reports and the
researcher’s description from the participant’s reports as well as the dialogue with the
theoretical references. The results are the crossings and
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