Publicação
Intersections between music education and the sociology of childhood in Brazil: searching for children’s agency and musical protagonism
| Resumo: | This article discusses the concept of children’s agency in early childhood music education, integrating perspectives from the sociology of childhood and analysing music teaching and learning contexts in Brazil. Although children are increasingly recognised as catalysts for change in education and policy, there is still a persistent gap between theoretical discussions about agency and the practical opportunities available for children to actively engage in musical learning. Children’s agency as their ability to make decisions, express preferences and influence their environment. However, in early childhood music education, the traditional understanding of agency is usually limited to the transmission of content dictated by educators, promoting a vertical and teacher-centred dynamic. To address this concern, we propose that significant, meaningful and creative musical experiences depend on acknowledging children’s role as protagonists of their musical experiences. Recognising them as social agents shifts the focus from passive learning to active participation in shaping their experiences, and by discussing the concept of musical protagonism, we seek to emphasise the inherent value of children’s musical expressions. This study presents a nuanced analysis of children’s agency and protagonism through an interdisciplinary lens, leading to a conceptual framework to better understand children’s musical practices. |
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| Autores principais: | Madalozzo, Vivian Agnolo |
| Outros Autores: | Fernandes, Natália; Ilari, Beatriz |
| Assunto: | Brazilian education Children’s agency Early childhood music education Musical protagonism Sociology of childhood |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | This article discusses the concept of children’s agency in early childhood music education, integrating perspectives from the sociology of childhood and analysing music teaching and learning contexts in Brazil. Although children are increasingly recognised as catalysts for change in education and policy, there is still a persistent gap between theoretical discussions about agency and the practical opportunities available for children to actively engage in musical learning. Children’s agency as their ability to make decisions, express preferences and influence their environment. However, in early childhood music education, the traditional understanding of agency is usually limited to the transmission of content dictated by educators, promoting a vertical and teacher-centred dynamic. To address this concern, we propose that significant, meaningful and creative musical experiences depend on acknowledging children’s role as protagonists of their musical experiences. Recognising them as social agents shifts the focus from passive learning to active participation in shaping their experiences, and by discussing the concept of musical protagonism, we seek to emphasise the inherent value of children’s musical expressions. This study presents a nuanced analysis of children’s agency and protagonism through an interdisciplinary lens, leading to a conceptual framework to better understand children’s musical practices. |
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