Os currículos dos bacharelados em violão do estado de São Paulo

uma análise frente a novos desafios

Abstract

This study critically analyzes the curricula of five public undergraduate guitar programs in the state of São Paulo, Brazil, against the backdrop of contemporary challenges in musical professionalization and changes in the profiles of incoming students. Grounded in critical and post-critical curriculum theories, the research adopts a qualitative approach conducted along two complementary lines: (1) documentary analysis of curricular materials, focusing on graduate professional profiles, curricular flexibility, distribution of knowledge by area, university outreach activities, and decolonial possibilities; and (2) semi-structured interviews with current students and graduates, aimed at understanding their perceptions of the education they received in relation to their interests, expectations, and professional activities. The findings indicate that, although there are initiatives seeking to broaden training beyond musical performance, curricula remain predominantly centered on technical-interpretative development, reflecting the persistence of conservatoire-based structures. Only one institution includes instrumental pedagogy as a compulsory subject, and few curricular components point toward professional pathways beyond performance. Outreach activities, while promising, tend to focus primarily on musical interpretation, whereas those related to teacher education lack theoretical articulation. The study concludes that there is a significant gap between the education offered and students’ actual professional demands, particularly with regard to pedagogical training. It advocates for more flexible, critical, and student-centered curricula, capable of fostering a more plural, sustainable, and contextually responsive education aligned with contemporary professional realities in music.