MUSICALIZAÇÃO NO MARANHÃO: uma revisão bibliográfica dos TCC do Curso de Música Licenciatura da UEMA produzidos entre os anos 2019 e 2024

Abstract

This work presents a bibliographic review of the Course Completion Papers (TCCs) of the Music Degree course at the State University of Maranhão (UEMA), produced between 2019 and 2024, focusing on practices and conceptions related to musical education. Through a qualitative and quantitative analysis, it sought to identify methodological trends, main theoretical references, and the contributions of these works to the field of music education in Maranhão. The results point to a predominance of active methodological approaches, such as project-based learning, workshops, and collaborative practices, evidenced in a greater number of works compared to traditional methods. Paulo Freire, Vygotsky, Swanwick, and Ilari stand out as the most cited authors, revealing a dialogue with critical and sociocultural perspectives. The analysis allows us to identify both the presence of traces of coloniality of knowledge — with Eurocentric approaches still persistent in some studies — and movements of resistance and proposals for decolonial practices that seek to value local knowledge and diverse musical cultures. It is concluded that musical education has been increasingly valued in the training of undergraduate students, with efforts to deepen theoretical and methodological approaches that include inclusive, critical and contextualized approaches