Resumen

SANTIAGO, Renan  y  IVENICKI, Ana. Musical diversity and music teacher education: which kind of songs prepares the music teacher?. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2017, vol.26, n.48, pp.187-204. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.v26.n48.3586.

This article aims to analyze, under a multicultural perspective, the repertoire used in the training of Music teachers from three Higher Education Institutions of the city of Rio de Janeiro, namely CBM-CEU, UNIRIO and UFRJ. To do so, we analyzed the Political-Pedagogical Projects of Music Licensing courses of the three institutions, applying questionnaires with 59 trainees of the mentioned course, as well as semistructured interviews with 9 teachers from the mentioned institutions. As a result, it has been found that, in general, the future teachers of Music are trained to teach by means of elitist songs of European tradition, but, slowly, the Music Degrees have opened up for other musicalities, such as “popular” music, but the favorite songs of students of basic education remain outside the curriculum of higher education.

Palabras clave : Music; Music Teacher Education; Repertoire; Curriculum.

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