Educação musical biocêntrica no ensino superior em música: diretrizes de uma nova filosofia praxial para a formação musical holística

Abstract

Biocentric Music Education is a new praxial philosophy within the realm of music education grounded on the Biocentric Principle, which places life at its core and, when incorporated into education, seeks holistic human development and an expansion of consciousness. Current discussions highlight the necessity to (re)acknowledge the 21st-century learner, amidst changes in human relationships, crises in contemporary civilization, and the damages caused by human actions on the environment. This prompts a paradigm shift within the context of globalization. This study aimed to comprehend the guiding principles of a Biocentric Music Education praxis in higher education, considering the current reality at this educational level in the field of music, contemporary perspectives on music education, and epistemological foundations of Biocentric Education. This overarching objective unfolded into the following specific goals: to scrutinize epistemological and pedagogical dimensions that can guide the development of an educational-musical praxis centered on Biocentric Education principles; to comprehend the characteristics, advancements, issues, and challenges of higher education in music contemporary times; to identify singularities that characterize a Biocentric Music Education praxis, focusing on the musician’s education in higher education; and to establish guidelines for music education based on the pillars of Biocentric Music Education. The research employed an analytical-reflexive-propositional approach and adopted a qualitative method, using documentary research as the primary data collection tool. The research’s scope includes higher education, targeting undergraduate music programs (Bachelor of Music) in ten prominent public universities in Brazil, two from each region of the country. The analysis of documents was conducted based on concepts underpinning Biocentric Education. The results revealed disconnected curricula, both from each other and from their historical context and educational challenges of contemporaneity, demanding an awareness of the role of music education in shaping individuals navigating a globally connected and ultra-modern world. It highlighted the necessity of adopting educational praxes that align with an integrative worldview and place life and human development at the core.