Public Tenders for Music Teachers in the South of Brazil

Cristina Rolim Wolffenbüttel

doi:10.20849/aes.v4i2.628

Abstract

This article presents the research that investigated the performance of open procedure for music teachers in municipal schools in Rio Grande do Sul, (a) state in the south of Brazil. The methodology included Internet research and, for data analysis, Content Analysis. The theoretical reference was based on concepts of Musical Education marked by the Policy Cycle Approach. Considering the 2008 mid-2017 time cut-off, sixty (public) notices were identified for the hiring of music teachers. Out of the 497 municipalities that make up the state, 133 conducted Employment tests. Still, it is understood that there are great challenges for the presence of music in state schools.

Highlights

Since the arrival of the Royal Family in Brazil, public policies in education have been implemented to guarantee quality and access to education in the country, meeting the interests of the national order
Despite the legal demands of the time, there was no strengthening of music in schools, and only since 1920 some contributions favored the expansion of its teaching along with the educational articulations promoted by the New School, highlighting Orpheonic Singing, by Villa-Lobos, in formal environments of education (LEMOS JÚNIOR, 2012)
Of the 497 municipalities that constitute the state of Rio Grande do Sul, 133 held public tenders in order to hire music teachers and/or that allowed the interpretation that professionals with higher education in Art/Music could participate in the selection process

Summary

Introduction

Since the arrival of the Royal Family in Brazil, public policies in education have been implemented to guarantee quality and access to education in the country, meeting the interests of the national order. Music education has a long historical path in Brazil, being present in the country practically since its discovery. Lemos Junior (2012) points out that specific training for music teachers was requested only in 1890. Despite the legal demands of the time, there was no strengthening of music in schools, and only since 1920 some contributions favored the expansion of its teaching along with the educational articulations promoted by the New School, highlighting Orpheonic Singing, by Villa-Lobos, in formal environments of education (LEMOS JÚNIOR, 2012). With the proposal of the Orpheonic Singing and the reforms in Brazilian education, in 1931 and 1942 the teaching of music became mandatory in primary and secondary schools. In 1964, some adaptations were made to Brazilian education resulting in the exchange of the nomenclature Orpheonic Singing for Musical Education (LEMOS JÚNIOR, 2012)

Methods

Results

Conclusion