Educação musical e currículo: entre a subsidiariedade e a centralidade político-educativa

Abstract

As a multidimensional phenomenon, music offers various educational possibilities that can broaden teaching, extending beyond technical proficiency. Its diverse nature can challenge the dominant narratives, as well as fostering flexibility in learning, both in assessment strategies and in the social and dynamic skills it develops, essential for shaping critical thinking citizens.

Acknowledging this influence, this work explores the influence of the curriculum on students and society, highlighting the role that music education plays in their transformation. The first section analyses how the curriculum shapes students’ school experiences and individuality, questioning some of the dominant practices, while the second section reflects on the bidirectional relationship between students and school, their transformation within this context, and the incompatibility between curriculum standardization and individualized learning. The issue of subsidiarity in different types of learning and the potential of music in the educational context is also addressed.