Reflexões sobre a “exclusão” da disciplina de educação musical no plano curricular do ensino primário básico

Abstract

This study reflects on the factors leading to the exclusion of the Music Education Discipline from the Primary Education curriculum. Fieldwork was carried out in institutions such as INDE/MINED, ECA, and the Zimpeto Primary School, the research utilized techniques such as bibliographic research, semi-structured interviews, and non- participant observation, following a qualitative approach. The paper draws support from curriculum and music education scholars such as Hallam (2010), Popkewitz (1997), and Gainza (1988). The study reveals that the exclusion of Music Education is not the result of a thorough investigation but rather stems from claims about an overload of subjects in the current curriculum. This superficial methodological approach by curriculum decision- makers has led to consequences such as unemployment for music graduates and difficulties in accessing higher education music courses. In light of these findings, there is a highlighted need to design robust public policies to ensure access to music education as a right for Mozambican citizens. Furthermore, it is crucial to undertake profound efforts for a fair and scientific curriculum reform involving all affected parties and to develop strategies for the proper recognition of the Music Education discipline.