Music Teaching in Brazilian Schools: Arguments Towards Ethos Formation | Zendy

Claudia Helena Azevedo Alvarenga | Zendy; Tarso Bonilha Mazzotti | Zendy

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Music Teaching in Brazilian Schools: Arguments Towards Ethos Formation

Author(s) -

Claudia Helena Azevedo Alvarenga,

Tarso Bonilha Mazzotti

Publication year - 2017

Publication title -

opus

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.189

H-Index - 2

eISSN - 1517-7017

pISSN - 0103-7412

DOI - 10.20504/opus2017c2311

Subject(s) - ethos , argumentation theory , argumentative , rhetoric , rhetorical question , perspective (graphical) , greeks , power (physics) , epistemology , sociology , pedagogy , aesthetics , linguistics , history , philosophy , art , classics , visual arts , physics , quantum mechanics

This article analyzes arguments that music has the power to transform people in that it is relevant to an individual’s development and education. To this end, we compare the propositions on music by the ancient Greeks to the justifications in 2008 that defend music as a compulsory content in Brazilian schools. Rhetorical analysis from the perspective of argumentation theory was used to examine the discourse since argumentative schemes allow us to identify the values of groups. The conclusion establishes that loci of quality ground the premises of arguments in general and are based on epideictic rhetoric by strengthening adherence to the values proclaimed.

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