Abstract

VIEIRA, Alboni Marisa Dudeque Pianovski  and  MALAQUIAS, Tadeu Aparecido. OBJECTIVITIES AND SUBJECTIVITIES IN MUSIC EDUCATION: A PHENOMENOLOGICAL PERSPECTIVE ABOUT CURRICULUMS. e-Curriculum [online]. 2018, vol.16, n.3, pp.879-910. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i3p879-910.

This paper presents a reflection on the relationship between curriculum policies and phenomenology as an interpretive approach to music education. Other objectives proposed were to present a contextualization of phenomenology, how it may have collaborated in the study of curricula and expose and reflect the practical and theoretical developments of these policies. For this, the main question was: from a phenomenological approach, what are the curricular perspectives that emerge from the national policies for music education? The relevance of this paper is the opportunity to explore the contribution of phenomenology to the advancement of analyzes and debates of national policies of musical education. The work, of bibliographical and documentary nature, was based on the concepts brought bySilva (1999), about curriculum;Husserl (2006) andHeidegger (2006), on phenomenology; besides the additions ofScruton (2009),Pacheco (2003) andSwanwick (2014) on music education, among others. The results allowed a reflection on how phenomenology can assist in curriculum construction, particularly in relation to music education, maintaining its comprehensive bias and adding matters related to the contemporary world. The phenomenological opening also brought the possibility of reflections on the very essence of these curricular policies and their practical developments in the Brazilian educational context in relation to musical education.

Keywords : Education policies; Phenomenology; Curriculum; Music education.

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