ABSTRACT
Starting from the complexity of the term “Brazilian,” the text brings a context of legislation about music teaching and the structure of the education system in Brazil, pointing out some problematic aspects concerning the implementation of music education in that country. If, on the one hand, there is a lack of systematic national music education, on the other hand it opens possibilities for individual actions in creating musical pedagogies. The chapter will focus on how composition and improvisation are embedded within two alternative pedagogies in Brazilian music education: Pedagogy of Integration and Pedagogy of Song. These alternative pedagogic approaches seek to overcome traditional values and patterns of teaching and learning centered on European music. They are presented as possibilities of developing holistic practices, especially considering the repertoire of Brazilian popular songs. The discussions are based on teaching experiences in higher music education and in private schools of music. Through theoretical reflections and the description of practical processes, it is suggested that these approaches provide tools for expanding musically in all kinds of students. By presenting Brazilian popular music as an object of aural analysis, these pedagogies are focused on cultural identity and sense of musical memory preservation. Despite the complexity of inserting music into curricular practices in Brazil, these are approaches that could be explored in all levels of music education in Brazilian schools.
