Epistemological dilemmas and curricular conflicts in IFCE Music degree courses: Expert-centered evaluation

Resumen

HOLANDA, João Paulo Ribeiro de; LOPES, Ana Cláudia de Oliveira; LIMA, Marcos Antonio Martins  y  MATOS, Elvis de Azevedo. Epistemological dilemmas and curricular conflicts in IFCE Music degree courses: Expert-centered evaluation. Rev.Pemo [online]. 2025, vol.7, e14285.  Epub 15-Mayo-2025. ISSN 2675-519X.  https://doi.org/10.47149/pemo.v7.e14285.

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.

Palabras clave : Music Learning; Curriculum; Decoloniality.

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