<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2675-519X</journal-id>
<journal-title><![CDATA[Práticas Educativas, Memórias e Oralidades]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Pemo]]></abbrev-journal-title>
<issn>2675-519X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2675-519X2025000100224</article-id>
<article-id pub-id-type="doi">10.47149/pemo.v7.e14285</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dilemas epistemológicos e conflitos curriculares nos cursos de licenciatura em Música do IFCE: avaliação centrada em especialistas]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological dilemmas and curricular conflicts in IFCE Music degree courses: Expert-centered evaluation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Holanda]]></surname>
<given-names><![CDATA[João Paulo Ribeiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Ana Cláudia de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Marcos Antonio Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Elvis de Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Ceará - Campus Canindé  ]]></institution>
<addr-line><![CDATA[Canindé CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Roraima - Campus Boa Vista  ]]></institution>
<addr-line><![CDATA[Boa Vista RR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2675-519X2025000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2675-519X2025000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2675-519X2025000100224&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo teve como objetivo analisar a ementa do componente curricular de Linguagem e Estruturação Musical I (LEM I) nos cursos de licenciatura em Música do Instituto Federal do Ceará (IFCE), na perspectiva de uma avaliação centrada em especialistas, a partir de uma abordagem decolonial da aprendizagem musical. Quanto à metodologia, a pesquisa é de caráter descritivo, constituindo um estudo de caso, com a utilização do método quadripolar e de um tratamento qualiquantitativo dos dados. A análise dos especialistas - dez licenciados em Música de três regiões do país - evidenciou que 60% deles consideraram que o componente curricular LEM I não apresenta contextualização; 70% não o julgam como atual; e 80% avaliam que a ementa não é relevante. A suspeita hipotética de uma Matriz Colonial de Poder presente no currículo de música do IFCE foi confirmada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article was to analyze the syllabus of the Language and Musical Structuring I (LEM I) curricular component in the Music degree courses at the Federal Institute of Ceará (IFCE), from the perspective of expert-centered assessment, based on a decolonial approach to musical learning. In terms of methodology, the research is descriptive in nature, constituting a case study, using the quadrupole method and a quantitative and qualitative treatment of the data. The analysis of the experts - ten music graduates from three regions of the country - showed that 60% of them considered that the LEM I curricular component lacked contextualization; 70% did not judge it to be current; and 80% assessed that the syllabus was not relevant. The hypothetical suspicion of a Colonial Matrix of Power present in the IFCE music curriculum was confirmed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Musical]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade]]></kwd>
<kwd lng="en"><![CDATA[Music Learning]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality]]></kwd>
</kwd-group>
</article-meta>
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