A Historical Perspective on the Epistemology of K-12 Music Education: An Analysis of Musical Knowledge from the Journals Revista da ABEM and ANPPOM’s Revista OPUS

• Published in: Opus (Salvador, Brazil) Vol. 23; no. 1; pp. 224 - 255
• Main Author: Thaís Lobosque Aquino
• Format: Journal Article
• Language: Portuguese
• Published: Associação Nacional de Pesquisa e Pós-Graduação em Música 01-04-2017
• Subjects: Epistemologia da educação musical. Saber musical escolar. Educação básica. Revista da ABEM. OPUS-Revista da ANPPOM
• ISSN: 0103-7412; 1517-7017
• DOI: 10.20504/opus2017a2310

As part of a doctoral thesis based on a theoretical investigation of musical knowledge at Brazilian K-12 schools (AQUINO, 2016), this paper seeks to examine the historical perspective of the epistemology of music education by means of a bibliographical content analysis (FREIRE, 2010) with reference to the role of scholars in building modes of thought on K-12 music education through articles published by two of the most representative journals in the field, the Revista da ABEM and ANPPOM’s Revista OPUS . This study also includes semi-structured interviews (MANZINI, 2004) with the respective presidents of the Brazilian Association of Music Education (ABEM) and the National Association of Research and Post-Graduate Studies in Music (ANPPOM). The finding of epistemological weakness in regards to K-12 music education in the periodicals analyzed, far from leading to a posture of conformity, has the potential to inspire music education towards active self-reflection, in order to leverage the delineation of increasingly significant epistemological postulates.