CHORAL SINGING: BRAZILIAN VOICES FOR A DECOLONIAL MUSICAL EDUCATION

Abstract

This essay explores music education, and specifically choral singing, as dynamic and plural fields of human and social formation in Brazil. It analyzes the historical evolution of music education in the country, the challenges imposed by Eurocentric hegemony and the emergence of decolonial perspectives, especially through the ethnomusicological perspective. It details the role of the conductor as an educator and the pedagogical practices adopted in the choral environment, highlighting its potential for social integration, the development of critical thinking and the appreciation of the various Brazilian musical manifestations. Choral singing has been consolidated as a fertile field for research and practice in music education, recognized for its potential for human and artistic development. Far from being just a musical production activity focused on results, choral practice can be a "school" for life, offering opportunities for musicalization and human formation, especially for those without access to formal musical education. The text explores the role of choral singing as a musical pedagogical tool that can play a role in social transformation, through a decolonial look, regarding vocal repertoire and aesthetics, by prioritizing local culture and integrating social and cultural aspects of music. Choral singing can challenge the hegemony of Eurocentric models, contributing to a more inclusive, relevant, and transformative music education. The reflection presented in this work arises from the experience with choral singing in a Teaching Degree course and extension project in an Educational Institution in the interior of Ceará.