Curriculum as Jazz

an essay about music education and inclusion in primary school

Abstract

We start from the conception of Curriculum as Jazz, a concept constructed from the metaphorical contribution of Aoki (2005), which relates the curriculum as a plan and the curriculum as a lived experience. We present the first results of an investigation that intends to identify the possibilities of curricular construction from the conversation. A documentary and theoretical research to answer the following question: Regarding from the provisions and curricular guidelines of the official documents (the prescribed curriculum) of Spain and Brazil, which regulate and guide Basic Education - specifically the teaching of Music and inclusion in schools- is this concept of teaching music- focused on dialog and inclusion- possible and convertible? To do so, the objectives listed sought to investigate and identify, from the official documents, the conceptions of curriculum, inclusive school and music education. Thus, we present a curricular design in motion, from the understanding of the Curriculum as Jazz. Knowing the provisions and curricular guidelines of the official documents of Spain and Brazil on Curriculum, Music Education and Inclusion allowed us to affirm the possibilities of a curricular design from the conversation. An investigative work that aims to broaden the ways of seeing and experiencing the curriculum, an inclusive school, the teaching of music.

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