The predominance of classical music in the music degree courses of São Paulo State universities: impacts on training and teaching performance in basic education

• Grant number: 16/16387-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2017
• End date: September 30, 2018
• Field of knowledge: Linguistics, Literature and Arts - Arts - Music
• Principal Investigator: Margarete Arroyo
• Grantee: Daniel Alexander Storolli Maier
• Host Institution: Instituto de Artes (IA). Universidade Estadual Paulista (UNESP). Campus de São Paulo. São Paulo , SP, Brazil

Abstract

This project seeks to address the subject of teacher training in the degree courses in music, focusing on the little presence of popular culture and popular music in the courses of Bachelor of Music from the three State universities of São Paulo (USP, UNESP, UNICAMP). The interest in this issue arose from a personal and collective unrest (classmates), as an Undergraduate Degree course in music from UNESP, whose curriculum matrix has only 60 hours of total course hours required materials intended solely for music of popular culture and popular music. The goal of this project is to stimulate a critical reflection on the current academic formatting through a comparison between resumes and interviews with students and graduates, seeking thus to raise what the predominance of classical music can bring to training and teaching activities in basic education. This will perform a data collection and a questionnaire, which will be applied next to current undergraduates and graduates of its universities to verify the position of these on this topic, and the analysis of the material collected. The relevance of this research is to stimulate reflection on the gap that exists between the intellectual and artistic contemporary practice, which often does not fit in the popular bias/scholar, and the structure of the current curricular grids of these universities. The study this issue becomes even more important with the obligation of African and indigenous culture approach in the current Brazilian educational context, according to the law of Guidelines and Bases for national education (LDB) of 1996. (AU)