Other Knowledge, Other Practices: Logics and Popular Musical Epistemologies in Countryside Education

Abstract

The present article aims to converge theoretical and philosophical reflections applied to the musical curriculum of countryside educators in the disciplines of Knowledge and Practice in Music. The text presents a brief presentation of the institutionalization process of the Degree in Countryside Education courses (LEDOC) in order to expose the main training guidelines in the area; the specifics of their pedagogical projects; some results and strategies adopted; and contemporary challenges involving courses and rural communities. Here, We point out exclusionary logics and pedagogies that created conditions that made access to and permanence of rural peoples in schools impossible, as well as the absence of pedagogies that spoke to their way of being and living in the world. Combined with the wishes and methodologies of Popular Education (FREIRE, 2016 [1968]; BRANDÃO, 2017 [2006]), the musical thought proposed by Ethnomusicology (NETTLL, 2005) and Musical Ethnopedagogy, We propose a Humanizing Musical Education that is associated with Sociology and Pedagogy of Emergency (SANTOS, 2016) to foster a critical-analytical-perceptual dialogical pedagogical environment based on conscious listening that promotes new ways of approaching musical making through aesthetics and the poesis of countryside musical practices.