Epistemological counterpoints between the conceptions of art knowledge in the BNCC and art education proposals

Authors

DOI:

https://doi.org/10.35699/2317-6377.2025.55188

Keywords:

Music Education;, São Paulo Curricula, Orff-Schulwerk, Triangular Approach, C(L)A(S)P

Abstract

This article, a segment of a doctoral thesis on Music Education, aims to analyze the counterpoints between pedagogical-musical approaches — Triangular, C(L)A(S)P, and Orff-Schulwerk — and the propositions of a section of São Paulo's Arts Common Core Curriculum for Elementary Education, titled "Dimensions of Knowledge" (creation and expression; aesthetics and fruition; criticism and reflection). It was conducted a literature review of the main publications on the aforementioned arts-education approaches in order to qualitatively discuss the constraints of an official curriculum that neglects struggles and debates historically discussed by specialists. We conclude that widely disseminated arts-education proposals, such as those covered in our review, offer conceptions that attribute identity, (re)signified and collectively negotiated characteristics to school Music Education, going beyond the state normative that proposes an ambiguous education, which does not encompass the specific discussions of artistic languages and tends to be merely focused on an individualistic aesthetic education.

Author Biographies

  • Cassiano Lima da Silveira Santos, State University of São Paulo, Brazil

    He has a PhD and a degree in Music from the State University of Campinas (UNICAMP) and a Master's in Education: Teaching for Basic Education from the São Paulo State University ‘Júlio de Mesquita Filho’ (UNESP). He is the author of the book ‘Som, palavra e movimento: caminhos e possibilidades em um universo pedagógico-musical’ (Sound, word and movement: paths and possibilities in a pedagogical-musical universe) (Editora Desvendério, 2023), a teacher certified in Orff-Schulwerk by the SFIOC (USA) and has published articles on school music education, curriculum studies and pedagogical-musical approaches.

  • Adriana do Nascimento Araújo Mendes, State University of São Paulo, Brazil

    She has a Bachelor's degree in Music from the Federal University of Rio de Janeiro/UFRJ (1987), a Master's degree in Music from Syracuse University/USA (1991) and a PhD in Music from the State University of Campinas/Unicamp (2010). She has been a lecturer on the Music Course and Postgraduate Programme in Music at Unicamp since 2010. She has worked as a piano teacher, choral group pianist, chamber musician and music teacher at a private primary school. Since 2007, she has dedicated herself more to higher education. She has experience in the Arts, with an emphasis on Music Pedagogy and Didactics, Supervised Internship Guidance and Piano Pedagogy, working mainly on the following subjects: Music Education, Teacher Training, Pibid, Pedagogical Residency Programme, Inclusive Music Education and Technologies in Music Teaching.

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Published

2025-01-30

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Vol. 26 (2025): General Topics

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Articles in Portuguese/Spanish

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How to Cite

“Epistemological Counterpoints Between the Conceptions of Art Knowledge in the BNCC and Art Education Proposals”. 2025. Per Musi 26 (January): 1-26. https://doi.org/10.35699/2317-6377.2025.55188.