Biblioteca Digital de VanguardiaMusic education and the challenge of democratization in the “school plant”
The Law 13.278/2016 (BRAZIL, 2016) made the teaching of Visual Arts, Dance, Music and Theater compulsory in the curriculum of basic education throughout the country. However, specifically regarding Music teaching, there are a number of factors and problems that hinder the full insertion of the disci...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10196 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65809 |
| _version_ | 1782334546061033472 |
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| author | Oliveira, Wenderson Silva Borges, Eduardo Henrique Narciso |
| author_facet | Oliveira, Wenderson Silva Borges, Eduardo Henrique Narciso |
| author_sort | Oliveira, Wenderson Silva |
| collection | Repositorio |
| description | The Law 13.278/2016 (BRAZIL, 2016) made the teaching of Visual Arts, Dance, Music and Theater compulsory in the curriculum of basic education throughout the country. However, specifically regarding Music teaching, there are a number of factors and problems that hinder the full insertion of the discipline in Brazilian schools, ranging from the lack of material resources to the social legitimacy of the discipline and the valuation of this knowledge as something Significant for the formation of students. In this sense, this article proposes to analyze the social and political dynamics that permeate the teaching/learning music, as well as the experiences in collective teaching of musical instruments in the attempt of democratization of Music teaching aiming at social inclusion through it. Likewise, it opens the possibility of promoting a paradigm shift and expansion of the student horizons in relation to artistic and cultural knowledge, encouraging the creativity and the capacity for interpretations and diverse readings of the world around them. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65809 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658092022-03-18T19:30:02Z Music education and the challenge of democratization in the “school plant” La enseñanza de música y el desafío de la democratización en el “suelo de la escuela” O ensino de música e o desafio da democratização no “chão da escola” Oliveira, Wenderson Silva Borges, Eduardo Henrique Narciso Education. Music teaching. Democratization. Educación. Enseñanza de Música. Democratización. Educação. Ensino de música. Democratização. The Law 13.278/2016 (BRAZIL, 2016) made the teaching of Visual Arts, Dance, Music and Theater compulsory in the curriculum of basic education throughout the country. However, specifically regarding Music teaching, there are a number of factors and problems that hinder the full insertion of the discipline in Brazilian schools, ranging from the lack of material resources to the social legitimacy of the discipline and the valuation of this knowledge as something Significant for the formation of students. In this sense, this article proposes to analyze the social and political dynamics that permeate the teaching/learning music, as well as the experiences in collective teaching of musical instruments in the attempt of democratization of Music teaching aiming at social inclusion through it. Likewise, it opens the possibility of promoting a paradigm shift and expansion of the student horizons in relation to artistic and cultural knowledge, encouraging the creativity and the capacity for interpretations and diverse readings of the world around them. La entrada en vigor de la ley 13.278/2016 (BRASIL, 2016) hizo la enseñanza de Artes visuales, Danza, Música y Teatro obligatorias en el currículo de la educación básica en todo el país. Sin embargo, específicamente en lo que se refiere a la enseñanza de la música, hay una serie de factores y problemas que dificultan la plena inserción de la disciplina en las escuelas brasileñas, que van desde la falta de recursos materiales hasta la legitimidad social de la disciplina y la valorización de ese conocimiento como algo significante para la formación de las/los estudiantes. En este sentido, este artículo propone analizar las dinámicas sociales y políticas que permean el enseñar/aprender música, así como las experiencias en la enseñanza colectiva de instrumentos musicales en el intento de democratización de la enseñanza de la Música para la inclusión social a través de ella. De la misma manera, se abre la posibilidad de promover un cambio de paradigmas y ampliación de los horizontes discentes en relación a conocimientos artísticos y culturales, incentivando la creatividad y la capacidad de interpretaciones y lecturas diversas del mundo que los rodea. A entrada em vigor da lei 13.278/2016 (BRASIL, 2016) tornou o ensino de Artes visuais, Dança, Música e Teatro obrigatórias no currículo da educação básica em todo o país. Entretanto, especificamente no que diz respeito ao ensino de Música, há uma série de fatores e problemas que dificultam a plena inserção da disciplina nas escolas brasileiras, que vão da falta de recursos materiais até a legitimidade social da disciplina e a valorização desse conhecimento como algo significante para a formação das/dos estudantes. Nesse sentido, este artigo propõe analisar as dinâmicas sociais e políticas que permeiam o ensinar/aprender música, bem como as experiências em ensino coletivo de instrumentos musicais na tentativa de democratização do ensino de Música visando a inclusão social por meio dela. Do mesmo modo, abre-se a possibilidade de promoção de uma mudança de paradigmas e ampliação dos horizontes discentes em relação a conhecimentos artísticos e culturais, incentivando a criatividade e a capacidade de interpretações e leituras diversas do mundo que os cerca. 2017-09-01 2022-03-18T19:30:02Z 2022-03-18T19:30:02Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/10196 10.22633/rpge.v21.n3.2017.10196 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65809 por https://periodicos.fclar.unesp.br/rpge/article/view/10196/7102 Copyright (c) 2018 Revista on line de Política e Gestão Educacional application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 21, n. 3, set-dez (2017); 1448-1463 1519-9029 10.22633/rpge.v21.n3.2017 |
| spellingShingle | Education. Music teaching. Democratization. Educación. Enseñanza de Música. Democratización. Educação. Ensino de música. Democratização. Oliveira, Wenderson Silva Borges, Eduardo Henrique Narciso Music education and the challenge of democratization in the “school plant” |
| title | Music education and the challenge of democratization in the “school plant” |
| title_full | Music education and the challenge of democratization in the “school plant” |
| title_fullStr | Music education and the challenge of democratization in the “school plant” |
| title_full_unstemmed | Music education and the challenge of democratization in the “school plant” |
| title_short | Music education and the challenge of democratization in the “school plant” |
| title_sort | music education and the challenge of democratization in the “school plant” |
| topic | Education. Music teaching. Democratization. Educación. Enseñanza de Música. Democratización. Educação. Ensino de música. Democratização. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/10196 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65809 |