Colonialidade do saber na educação musical: análise do Projeto Pedagógico Curricular do Curso de Licenciatura em Música a Distância da UEMA

Abstract

The research explores the coloniality of knowledge in the context of music education, focusing on the Pedagogical Curricular Project of the Music Degree (EaD) course at the State University of Maranhão (UEMA). The study discusses how the curriculum reflects European cultural hegemony, marginalizing local and non-Western knowledge. Using a descriptive qualitative approach, the research examines how the conservatory model, widely adopted in Brazil, prioritizes European musical traditions, especially in the discipline of History of Universal Music, to the detriment of cultural manifestations from Maranhão. The investigation suggests that this approach does not meet the multicultural reality of Maranhão, which has a rich ethnic and cultural diversity. The conclusion points to the need for a decolonial pedagogy that values ​​diverse local and global cultures, proposing a curricular restructuring that incorporates this knowledge. This change is seen as essential to train music teachers capable of dealing with the cultural diversity present in Brazilian society. The research emphasizes that, by overcoming the Eurocentric perspective, music teaching can become an instrument of inclusion and appreciation of local cultural identities, promoting a more democratic and inclusive education