Music Teaching in Brazilian Schools: Arguments Towards Ethos Formation

Abstract

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.

Keywords

• Music Education
• transformative power of music
• rhetoric and argumentation.