Call for papers for thematic dossier and continuous flow

Call for Papers – Thematic Dossier

The UFRJ Graduate Program in Music and the Editorial Board of the Brazilian Journal of Music announce the call for papers for the thematic dossier Music Education in Post-Modernity: Epistemologies, Practices and Contexts of its v. 34, n. 1 (2021), coordinated by guest editors Sergio Álvares, permanent professor of the UFRJ Graduate Program in Music and leader of the Music Education, Comprehensive Musicality and Cultural Diversity in Post-Modernity Research Group, and Fábio Adour, permanent professor of the UFRJ Graduate Program in Music. The call for papers of this thematic dossier is addressed to researchers, faculty, and graduate students in Music and related areas.

 

Thematic Dossier Music Education in Post-Modernity: Epistemologies, Practices and Contexts

The ubiquity of music in different societies in distinct historical periods of human evolution seems to instigate individuals to think and reflect on the processes, products and experiences related to the creation, use, functions, appreciation, transmission, teaching, learning and conceptualization of music, either as art, language or expression of human nature. Many of us invest immeasurable amounts of time, effort, dedication, passion, reasoning, financial resources and sometimes a lifetime transforming sounds into musical textures. However, more relevant than the music that human beings make is their relationship with it.

Hence the discussion on music education, from the past, when education preceded schooling, to the present time, where there is an evident coexistence of formal, informal and non-formal environments, either traditionally, in person, or, much more recently, remotely or through media. But what exactly is music education? How does educating differ from teaching, training, or indoctrinating? What are the goals and values pursued for a comprehensive music education? Specific skills, conceptual understandings, aesthetic appreciation and expressiveness, civic-ethnic-social dispositions, age and gender crossways, special needs diversity, curriculum or pedagogical enrichment, talent improvement? How, when and where does music fit into the context and assessment of general education, in this galloping post-modernity?

More than answers, the proposed thematic dossier intends to offer a broad dialogical space for epistemological constructivism, pragmatic experiences, aesthetic, and affective diffusion, as well as non-propositional questions in a field of study that, relatively young when compared to others, brings invaluable possibilities in favor of realizing the potential, needs and diversity of human manifestations. Here is the field of Music Education, which, at this time, signals the following preferred topics, although not exclusive:

–   Music educator training: fundamentals and specificities in working with children, young people, adults, and people with disabilities;

–   Planning and assessment in teaching, learning, and interpretive and creative practices within music education;

–   The supervised internship in the training of music teachers: from observation to acting in the classroom;

–   Research in music education: epistemologies, methodologies and articulations with university teaching and community;

–   Legislation, curriculum bases and teaching materials in music education in public and private networks and in the stages of basic education: Kindergarten, Elementary, Middle and High School;

–   Reference representatives of musical pedagogy and educational reality from the 20th century onwards;

–   Intergenerational, gender, ethnic-racial, intercultural, and intersectional issues to act in different sociocultural contexts and possible interrelationships of music education with other arts and areas of knowledge;

–   Collective musical practices: diversity, repertoires, teaching and learning strategies and inclusion processes;

–   Appreciation, creation, and interpretive practice as integrated and inseparable concepts in music teaching and learning;

–   Analysis and production of teaching materials for music education: current events, digital technologies, and multimedia and multi semiotic resources.

Contributions, in the form of complete articles in Portuguese, English or Spanish, must be original and unpublished (versions or extracts of previously published works will not be accepted, including excerpts from dissertations and theses), and conform to the guidelines for authors and conditions for submission of the Brazilian Journal of Music, with submission through the journal’s OJS platform. For information on the editorial policy of the section, see the journal’s editorial policies. The deadline for submission of papers for this thematic dossier is September 20th, 2021.

 

Call for Papers – Continuous Flow

In addition to the contributions received under its semiannual thematic dossiers, the Brazilian Journal of Music receives and evaluates works submitted for publication in the continuous flow system. According to the journal’s focus and scope, submissions are accepted that contribute to its mission of fostering the production and dissemination of scientific and artistic knowledge in the field of music, in dialogue with related fields, preferably in the fields of historical musicology, ethnomusicology, music education and creative processes (composition, music analysis and performance practices).

Contributions, in the form of complete articles in Portuguese, English or Spanish, must be original and unpublished (versions or extracts of previously published works will not be accepted, including excerpts from dissertations and theses), and conform to the guidelines for authors and conditions for submission of the Brazilian Journal of Music, submitted through the journal’s OJS platform. For information on the editorial policy of the section, see the journal’s editorial policies.

 

JOÃO VICENTE VIDAL

PAUXY GENTIL-NUNES

Chief editors of the Brazilian Journal of Music