<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992016000300281</article-id>
<article-id pub-id-type="doi">10.14244/198271991516</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tendências curriculares no ensino de música: indefinição e permanência de um presente eterno]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum tendencies in music education: uncertainty and permanency in a eternal present]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Celso do Prado Ferraz de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Mauricio Braz de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nove de Julho Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>281</fpage>
<lpage>299</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992016000300281&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992016000300281&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992016000300281&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As teses sobre a p&#243;s-modernidade, bem como a sua express&#227;o nas reformas educacionais implementadas a partir da d&#233;cada de 1990, t&#234;m sido amplamente incorporadas pelo campo da educa&#231;&#227;o musical, no ensino e na forma&#231;&#227;o docente. Nosso objetivo neste texto &#233; problematizar essa quest&#227;o analisando os temas do professor pr&#225;tico-reflexivo e de uma pedagogia centrada em compet&#234;ncias docentes, no aprender a aprender e na sobrevaloriza&#231;&#227;o dos saberes da experi&#234;ncia cotidiana. O levantamento na literatura da &#225;rea baseado, sobretudo em artigos publicados na Revista e nos Anais da ABEM (Associa&#231;&#227;o Brasileira de Educa&#231;&#227;o Musical) nos &#250;ltimos dez anos, sugere a larga difus&#227;o, no campo da educa&#231;&#227;o musical, dos pressupostos p&#243;s-modernos/p&#243;s-estruturalistas acerca da vida social e cultural. Tal difus&#227;o se daria em paralelo &#224; vasta incorpora&#231;&#227;o das suas correlatas concep&#231;&#245;es de forma&#231;&#227;o e conhecimento. A partir do referencial marxiano, afirma-se que essas teses podem produzir na educa&#231;&#227;o um recuo da teoria, a despolitiza&#231;&#227;o do debate e o empobrecimento do ato de conhecer.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract The theses about post-modernity and your expressions on the social reforms implemented since 1990, have been used and incorpored from the musical education, in the teaching and formation of the docent. Our general objective in this text &#233; to reflect about this question seeing it through the subjects teacher pratical-reflexive; pedagogy focused in docent&#8217;s competences, in learn how to learn and the overvaluation of knowledges of ordinary experience. A search on the literature of musical education, above all in articles published in Journal and Anais of ABEM (Brazilian Association for Music Education) of last ten years, suggest a large diffusion, in music educational area, of post-modernity/ post-structuralist preconditions about social and culture life. That diffusion happens with a larger incorporation and your associated conceptions of formation and knowledge. The marxism&#8217; referential concludes that this theses can produce a retreat of the theory, depolitisation of the debate and impoverishment of the know act.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Pós-modernidade]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de música]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Post-modernity]]></kwd>
<kwd lng="en"><![CDATA[Docent formation]]></kwd>
<kwd lng="en"><![CDATA[Musical teaching.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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