Humanizing Musical Education: Dialogical Pedagogy Contributions

The present paper brings a reflection about an intervention and research that provides a permanent and reflective feedback on the projects “Music Education at UFSCar” and “Writing the Future Project—(Re)cutting papers, creating panels”, both developed in cities in the interior of Brazil, which share what is called “humanizing music education”, having as main theoretical-methodological contribution the dialogical pedagogy, as proposed by the Brazilian educator Paulo Freire. As methodology of this review article, a bibliographical research was carried out, explaining that it is the purpose of this study to describe what humanizing musical education means in the projects under consideration. The results show that committed extension projects, linked to equally committed research, favor a permanent movement of thinking about doing with a view to improving the know-how, in order to promote a humanizing and therefore transforming musical education, also enabling to break with the asymmetries of power, between educators and participants, valuing permanent critical and emancipatory dialogue, as a strategy focused on meaningful and transformative learning in musical education, in respectful, loving and sincere coexistence with others.