{"id":1436,"date":"2026-08-30T22:52:36","date_gmt":"2026-08-30T12:52:36","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1436"},"modified":"2026-08-30T22:52:36","modified_gmt":"2026-08-30T12:52:36","slug":"cvc2026-734","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-734\/","title":{"rendered":"CVC2026-734 \u2013 The right to musical knowledge: Curricular policies and music education in local Brazilian public schools"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-734<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">The right to musical knowledge: Curricular policies and music education in local Brazilian public schools<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Valter Junior,<\/strong> Universidade Federal de S\u00e3o Paulo \u2013 UNIFESP, Brazil<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-734 The right to musical knowledge: Curricular policies and music education in local Brazili\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/5Uep_CASoTs?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>Despite laws mandating music in Brazilian basic education, children\u2019s access to specialised musical knowledge is frequently compromised by curriculum policies and workforce structures. This study contextualises how local policies reinterpret the National Common Curriculum Base (BNCC), mediating the epistemological value of music and impacting children\u2019s rights to musical knowledge in government schools.<\/p>\n<p><strong>Aim: <\/strong>This study investigates the conceptions, contradictions, and tensions permeating music education in the S\u00e3o Paulo City Curriculum, analysing its relationship with the national normative prescription (BNCC). It unveils how recontextualising national guidelines locally alters musical knowledge for early primary education, determining whether these documents ensure access to specialised knowledge or restrict music to behavioural norms.<\/p>\n<p><strong>Method\/approach:<\/strong> Using Critical Curriculum Theory, a qualitative document analysis was conducted on the BNCC (2018) and the S\u00e3o Paulo City Curriculum (2019). Data were analysed via content analysis, applying Basil Bernstein\u2019s pedagogic discourse theory and Michael Young\u2019s \u201cpowerful knowledge\u201d concept. As a documentary study of public policies, no human participants were involved, so no ethical clearance was required.<\/p>\n<p><strong>Results\/findings: <\/strong>The local curriculum advances by proposing 28 specific musical objectives, resisting national utilitarian reduction. However, its discursive structure systematically subordinates specialised musical concepts (instructional discourse) to behavioural and socialisation norms (regulative discourse). Furthermore, a significant workforce barrier exists: the local system relies on generalist arts teachers, not music specialists, to deliver these complex goals.<\/p>\n<p><strong>Conclusion: <\/strong>Structural and discursive dilutions reduce school music to classroom management or festive entertainment. Relegating structured musical language to generic activities taught by non-specialists fundamentally denies government school children their educational rights. True inclusion and social justice require that all children have access to specialised concepts empowering them to critically transform their cultural realities.<\/p>\n<p><strong>Implications for children and families: <\/strong>You deserve specialised music teachers; understanding the curriculum empowers you to demand this right.<\/p>\n<p><strong>Implications for practitioners:<\/strong> You must advocate for specialised teaching to ensure students have access to transformative musical knowledge.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> music education, curricular policies, children\u2019s rights, musical knowledge<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\/goal13\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG 4: Quality Education<\/a><\/li>\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal10\">SDG\u00a010: Reduced Inequality<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Valter Junior, Universidade Federal de S\u00e3o Paulo \u2013 UNIFESP, Brazil<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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