Ana Luísa Paz

Bio: Ana Luísa Paz is an academic researcher from University of Lisbon. The author has contributed to research in topics: Humanities & Music education. The author has an hindex of 3, co-authored 18 publications receiving 33 citations.

O músico que se torna professor: projeto de vida ou eventualidade? Um estudo luso-brasileiro: The musician who becomes a teacher: life project or eventuality? A luso-brazilian study

Abstract: Este artigo e um recorte de uma pesquisa de pos-doutoramento realizado na Universidade de Lisboa. O estudo busca compreender de que modo musicos brasileiros e musicos portugueses se tornaram professores, ao expor a forma como os acontecimentos de suas historias de vida interferiram, motivaram esta escolha. Optou-se pelas entrevistas narrativas, em estima de ser este um processo pujante no aprofundamento das investigacoes que se alicercam a partir de contextos socio historicos. Os dados demonstram que o processo de se tornar professor se da por uma serie de eventos socioeconomicos e socioculturais, sobrepujando motivacao intrinseca. Aqui se tornam pedras fundamentais neste arcabouco teorico acerca das historias de vida Josso (2006), Souza (2008), Novoa (1992) e Abreu (2011). Nos abalizam acerca dos saberes da experiencia Cavaco (2009) e Bondia (2002). Palavras-chave: Profissionalizacao docente em musica. Narrativas de profissionalizacao. Historias de vida. Abstract This article is a cutout from a post-doctoral research conducted at the University of Lisbon. The study seeks to understand how Brazilian musicians and Portuguese musicians became teachers, by exposing how the events of their life stories interfered, motivated this choice. The choice of narrative interviews was made, in the estimation that this is a vigorous process in the deepening of the investigations that are based on socio-historical contexts. The data show that the process of becoming a teacher takes place through a series of socioeconomic and socio-cultural events, overcoming intrinsic motivation. Here they become fundamental stones in this theoretical framework about the life stories Josso (2006), Souza (2008), Novoa (1992) and Abreu (2011). We are informed about the knowledge of the Cavaco (2009) and Larrosa (2002) experiences. Keywords: Professionalization of music teachers. Narratives of professionalization. Alterity and recognition.

The paradoxes of practical research: The good intentions of inclusion that exclude and abject:

Abstract: There is an alluring, daunting, and haunting desire for practical knowledge in the contemporary social and education sciences about school change. This desire is not new: it haunts the turn of 20th...

The Possessor and the Possessed: Handel, Mozart, Beethoven, and the Idea of Musical Genius

Abstract: Revellibre-LCpaux. The revisionist case in favor of the point on freedom and political democracy argued by such scholars as Isser Woloch (1970). Martyn Lyons (1975), Denis Woronoff (English trans. 1986), and James Livesey (2001) is not overturned in my mind hy Martin’s argument. There can be no dispute whatsoever, on the other hand, that Napoleon, a thoroughgoing autocrat and the first modem dictator, categorically rejected any and all notions of human freedom, real or potential, and that is clearly seen in Martin’s analysis of the Napoleonic Civil Code, which, in my mind, is the most useful and valuable part of thc book. In conclusion, this is definitely not a book for a neophyte, but rather for the serious and advanced student who is widely and deeply read in the literature of the Enlightenment. the revolution, and Napoleon. Even though I disagrce with some of Martin’s points and interpretations. I strongly recommend his book for specialists and advanced scholars of the period.

Social Epistemology, the Reason of “Reason” and the Curriculum Studies

Abstract: Not-with-standing the current topoi of the Knowledge Society, a particular “fact” of modernity is that power is exercised less through brute force and more through systems of reason that order and classify what is known and acted on. This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling. The study of the system of reason in schooling is framed as social epistemology to consider the historically ordered, relational and socially embeddedness of knowledge as the political. This entails exploring the “reason” of science and schooling as to change social conditions that changes people. Further the school subjects of mathematics and music education are explored as an alchemy, the use of translation tools that remake disciplinary knowledge into the school curriculum. The alchemy of the curriculum is paradoxical. It embodies cultural theses about kinds of people that inscribe differences and divisions in the name of inclusion and equity.