thon nascimemtos
Ailton Mario Nascimento (Thon Nascìmêmtos)
Mestre em Ensino e Relações Étnico-Raciais pelo Programa de Pós Graduação em Ensino e Relações Étnico-Raciais (PPGER) da Universidade Federal do Sul da Bahia (UFSB), 2019. Mestrando do Programa de Pós-graduação em Música da Escola de Música da Universidade Federal da Bahia (PPGMUS) - Curso de Mestrado Acadêmico em Etnomusicologia (UFBA), Professor de Música no Centro De Atenção Integral à Criança e ao Adolescente (CAIC) da Rede Municipal de Ensino de Lauro de Freitas - Bahia, Especialista em Educação Musical e Ensino de Artes, Universidade Candido Mendes (UCAM) 2016, Especialista em Africanidades e Cultura Afro-brasileira, Universidade Norte do Paraná (UNOPAR) 2016, Licenciado em Música pela Universidade Metropolitana de Santos (UNIMES) 2014.
Currículo Lattes Ailton Mario Nascimento
Endereço para acessar este CV: http://lattes.cnpq.br/0266280540329951
Email: thonaci@gmail.com
Supervisors: Professora Dra. Angela Elisabeth Lühning (UFBA) and Professora Dra. Célia Regina da Silva (UFSB)
Mestre em Ensino e Relações Étnico-Raciais pelo Programa de Pós Graduação em Ensino e Relações Étnico-Raciais (PPGER) da Universidade Federal do Sul da Bahia (UFSB), 2019. Mestrando do Programa de Pós-graduação em Música da Escola de Música da Universidade Federal da Bahia (PPGMUS) - Curso de Mestrado Acadêmico em Etnomusicologia (UFBA), Professor de Música no Centro De Atenção Integral à Criança e ao Adolescente (CAIC) da Rede Municipal de Ensino de Lauro de Freitas - Bahia, Especialista em Educação Musical e Ensino de Artes, Universidade Candido Mendes (UCAM) 2016, Especialista em Africanidades e Cultura Afro-brasileira, Universidade Norte do Paraná (UNOPAR) 2016, Licenciado em Música pela Universidade Metropolitana de Santos (UNIMES) 2014.
Currículo Lattes Ailton Mario Nascimento
Endereço para acessar este CV: http://lattes.cnpq.br/0266280540329951
Email: thonaci@gmail.com
Supervisors: Professora Dra. Angela Elisabeth Lühning (UFBA) and Professora Dra. Célia Regina da Silva (UFSB)
less
Uploads
Papers
Thesis Chapters
ABSTRACT Based on the Curriculum Matrices, Pedagogical Course Projects (PPCs), course menus and interviews with teachers and students of the Bachelor of Music courses at Universities in Bahia, the present work intends to talk about the importance and possible meanings of the presences and absence of African music in these spaces, both as musical repertoires, as well as aestheticphilosophical and didactic-methodological proposals. Through a critical approach to hegemonic relations in academic music, we try to point out the tensions between conservatory habitus, cultural diversity, ethnic-racial relations, decolonization of musicological thought and practices related to musical formation, and how these vectors are articulated in the construction and (re) construction of curricula and educational practices for degrees in Music in Bahia. The research approach starts from a reflection through dialogues with the fields of History, EthnicRacial Relations, Music Education and Ethnomusicology, which in addition to critically analyzing the Eurocentric universalisms underlying Brazilian music education, points out some conceptual tools from musical practices Africans and Afro-Brazilians, thus helping to understand the educational processes and choices from the musical point of view of music degrees in Bahia.
ABSTRACT Based on the Curriculum Matrices, Pedagogical Course Projects (PPCs), course menus and interviews with teachers and students of the Bachelor of Music courses at Universities in Bahia, the present work intends to talk about the importance and possible meanings of the presences and absence of African music in these spaces, both as musical repertoires, as well as aestheticphilosophical and didactic-methodological proposals. Through a critical approach to hegemonic relations in academic music, we try to point out the tensions between conservatory habitus, cultural diversity, ethnic-racial relations, decolonization of musicological thought and practices related to musical formation, and how these vectors are articulated in the construction and (re) construction of curricula and educational practices for degrees in Music in Bahia. The research approach starts from a reflection through dialogues with the fields of History, EthnicRacial Relations, Music Education and Ethnomusicology, which in addition to critically analyzing the Eurocentric universalisms underlying Brazilian music education, points out some conceptual tools from musical practices Africans and Afro-Brazilians, thus helping to understand the educational processes and choices from the musical point of view of music degrees in Bahia.