Musicalidades negras na educação musical: uma reflexão sobre os currículos de formação docente na perspectiva da Lei. 10.639/03

• Ano de defesa: 2024
• Autor(a) principal: Justino, Jussara Aparecida de Paula
• Orientador(a): Joly, Ilza Zenker Leme
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Processos educativos; Educação musical; Formação de professores; Educação das relações étnico-raciais; Procesos educativos
• Palavras-chave em Inglês: Educational process; Musical education; Teacher training; Education for ethnic-racial relations
• Palavras-chave em Espanhol: Educación musical; Formación docente; Educación de las relaciones étinico-raciales
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20344

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