<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432022000100210</article-id>
<article-id pub-id-type="doi">10.1590/2175-6236116429vs01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetórias Formativas de Musicistas Negros no Pós-Abolição (1890-1930)]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative Trajectories of Black Musicians in Post-Abolition (1890-1930)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Lurian José Reis da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Ana Tereza Reis da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432022000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem por objetivo visibilizar as memórias de musicistas negros acerca de suas trajetórias formativas no pós-abolição carioca (1890-1930). A partir da análise de entrevistas orais do Museu da Imagem e do Som do Rio de Janeiro (MIS), procura-se mostrar os valores e saberes que tais musicistas consideravam importantes para a sua formação e a maneira como entenderam e viveram a educação. Focalizamos as estratégias empreendidas para acessar a escola e os conhecimentos formais, situando suas experiências nos debates historiográficos sobre educação escolar e sublinhando a agência da população negra. Nossa análise constata que tais sujeitos foram relativamente exitosos em suas tentativas de aquisição de saberes escolares, mesmo quando a escola não esteve ao seu alcance, e jamais ignoraram a importância de tais saberes. Também evidenciamos a operação de poderosas barreiras socioraciais ao acesso e permanência desses musicistas na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper seeks to construct visibility to black musicians&#8217; memories about their own formative trajectories in post abolition Rio de Janeiro (1890-1930). Analyzing oral interviews from Museum of Image and Sound of Rio de Janeiro, we show some values and knowledges which those musicians considered important for their formation, as well as their comprehension and experiences of education. We focus on the strategies they used to access school and formal knowledge, their intellectual protagonism in this process, and situate their thoughts and experiences in the historiographic debates on school education in post-abolition Rio. The analysis shows: that these subjects were relatively successful in their attempts to acquire school knowledges even without having broad access to schools and that they never ignored the importance of such knowledge. It also presents evidence of enormous inequalities and racial barriers to their access to formal education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pós-abolição]]></kwd>
<kwd lng="pt"><![CDATA[Educação da População Negra]]></kwd>
<kwd lng="pt"><![CDATA[Musicistas Negros]]></kwd>
<kwd lng="en"><![CDATA[Post-Abolition]]></kwd>
<kwd lng="en"><![CDATA[Black People Education]]></kwd>
<kwd lng="en"><![CDATA[Black Musicians]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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