Teacher Education, Ethnic and Racial Debate, Afrodiasporic and African Thought
This study examines the influences of Afro-diasporic and African thoughts on the training of future music teachers at the Federal University of Bahia. Employing a qualitative approach rooted in decolonial debate and Black thought, data was gathered through document analysis, observations, and interviews with both faculty and students. The specific objectives included analyzing the Afro-Brazilian and African epistemological foundations within the course curriculum, understanding how these perspectives are integrated into learning experiences, and identifying the stakeholders' views on racial relations in music education.The research revealed the persistence of Eurocentric traits in the curriculum, despite efforts to incorporate Afro-diasporic thought through student productions and the inclusion of content and approaches in curricular activities. The study also explored interviewees' perspectives on music teacher training, emphasizing its connection to basic education and the necessity for a critical decolonial approach. Practices involving Black thought, such as the Ensemble Practice course experiencing Afro-Bahian rhythms, were also discussed.Finally, the study analyzed the advancements, limitations, and possibilities for expanding Afro-diasporic elements from the viewpoints of students and faculty. This work aims to contribute to a more contextualized initial education, deeply rooted in Black epistemologies, to reinforce existing progress and promote a more inclusive and representative approach in the training of music teachers.