Music education and progressive education: a research on three pedagogic journals

• Grant number: 16/20353-3
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: March 30, 2017
• End date: March 29, 2018
• Field of knowledge: Linguistics, Literature and Arts - Arts - Music
• Principal Investigator: Maria Teresa Alencar de Brito
• Grantee: Tamya de Oliveira Ramos Moreira
• Supervisor: Antoine Jean Nicolas Savoye
• Host Institution: Escola de Comunicações e Artes (ECA). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: Université Vincennes Saint-Denis (Paris 8), France
• Associated to the scholarship: 15/01978-0 - The creative process in music education and its relationship to pedagogical thinking in the Twentieth Century, BP.DR

Abstract

This research project intends to study the implications of pedagogical ideas - more specifically, Progressive Education's ideas - for music education. This study is part of a Doctorate Project developed at University of São Paulo since 2015, which investigates the valorization of creative processes among the propositions on music education for children on the twentieth century. The investigation seeks to understand the relations between aesthetics and pedagogy concerning such valorization of creativity in education. Considering the importance of movements that criticized the traditional scholar education in the beginning of twentieth century, this project aims at analyzing the ways in which music education and creativity were presented in some diffusion documents. The pedagogic journals selected are: La Nouvelle Éducation (French), Progressive Education (USA) and Revista Brasileira de Estudos Pedagógicos (Brazil), more specifically their articles published in the decades of 1920, 1930 and 1940. This selection of documents is justified by (a) the important role played by France and USA for disseminating the related pedagogical ideas and (b) by the necessity of further studies regarding the Brazilian appropriation of these educative tendencies. By analyzing these publications we intend to contribute to improve the comprehension of the history of music education inside scholar institution and their aesthetics and pedagogical foundations in the specific period. (AU)