Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta dissertação está inserida no campo epistemológico do currículo e tem por objetivo analisar o contexto de produção dos documentos curriculares do Curso de Extensão em Diversidade Sexual e Identidades de Gênero, considerando o currículo como espaço-tempo de fronteira e enunciação que possibilita a criação e recriação dos diferentes sentidos fixados nos seus textos. O trabalho é desenvolvido visando a discussão de três questões-problema: (a) quais sentidos de sexo, gênero, identidade e diferença são propostos nos documentos curriculares em questão? (b) de que modo esses sentidos são afirmados nos documentos que orientam o curso? (c) quais concepções de currículo estão expressas nos documentos e entrevistas em análise? Para isso, apresenta interações teóricas, principalmente, com os estudos de Elizabeth Macedo, Guacira Louro, Judith Butler e Stuart Hall. Além de análise documental, considerando os diferentes documentos curriculares do curso, foram realizadas entrevistas com sujeitos envolvidos na construção desse currículo. Entre outros aspectos, concluiu, contingencialmente, que o documento hibridizou discursos enunciados vinculados à biologilização dos corpos, as reivindicações identitárias dos movimentos sociais e às perspectivas teóricas que discutem o pós-estruturalismo / This thesis belongs to the curriculum epistemological field and aims at analyzing the context of production of syllabuses for the Extension Course in Sexual Diversity and Gender Identities, considering the curriculum as a space-time that serves as a frontier and enunciates different meanings, which enables the creation and recreation of these meanings ascribed to its preparation and implementation. The present work is developed in order to discuss three issues-problems: (A) which senses of sex, gender, identity and difference are proposed in the syllabuses in question? (B) How these meanings are proposed in the documents that guide the course? (c) What conceptions of curriculum are expressed in the analyzed documents and interviews? In order to discuss these issues, this thesis presents several theoretical interactions, which are mainly based on the studies of Elizabeth Macedo, Guacira Louro, Judith Butler, and Stuart Hall. In addition to document analysis, considering the different syllabuses of the course, interviews were undertaken with individuals involved in the construction of the studied curriculum. The study has circumstantially concluded that the syllabuses hybridizes speeches that are linked to the biologization of bodies, to the identity claims of the social movements, and to the theoretical perspectives that address post-structuralism.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta dissertação está inserida no campo epistemológico do currículo e tem por objetivo analisar o contexto de produção dos documentos curriculares do Curso de Extensão em Diversidade Sexual e Identidades de Gênero, considerando o currículo como espaço-tempo de fronteira e enunciação que possibilita a criação e recriação dos diferentes sentidos fixados nos seus textos. O trabalho é desenvolvido visando a discussão de três questões-problema: (a) quais sentidos de sexo, gênero, identidade e diferença são propostos nos documentos curriculares em questão? (b) de que modo esses sentidos são afirmados nos documentos que orientam o curso? (c) quais concepções de currículo estão expressas nos documentos e entrevistas em análise? Para isso, apresenta interações teóricas, principalmente, com os estudos de Elizabeth Macedo, Guacira Louro, Judith Butler e Stuart Hall. Além de análise documental, considerando os diferentes documentos curriculares do curso, foram realizadas entrevistas com sujeitos envolvidos na construção desse currículo. Entre outros aspectos, concluiu, contingencialmente, que o documento hibridizou discursos enunciados vinculados à biologilização dos corpos, as reivindicações identitárias dos movimentos sociais e às perspectivas teóricas que discutem o pós-estruturalismo / This thesis belongs to the curriculum epistemological field and aims at analyzing the context of production of syllabuses for the Extension Course in Sexual Diversity and Gender Identities, considering the curriculum as a space-time that serves as a frontier and enunciates different meanings, which enables the creation and recreation of these meanings ascribed to its preparation and implementation. The present work is developed in order to discuss three issues-problems: (A) which senses of sex, gender, identity and difference are proposed in the syllabuses in question? (B) How these meanings are proposed in the documents that guide the course? (c) What conceptions of curriculum are expressed in the analyzed documents and interviews? In order to discuss these issues, this thesis presents several theoretical interactions, which are mainly based on the studies of Elizabeth Macedo, Guacira Louro, Judith Butler, and Stuart Hall. In addition to document analysis, considering the different syllabuses of the course, interviews were undertaken with individuals involved in the construction of the studied curriculum. The study has circumstantially concluded that the syllabuses hybridizes speeches that are linked to the biologization of bodies, to the identity claims of the social movements, and to the theoretical perspectives that address post-structuralism.

Syftet med denna studie är att undersöka hur musiklärare i Namibia förhåller sig till läroplaner och ämnets förutsättningar och hur det påverkar deras uppfattning om musikutbildning. Studien är en undersökning om vilka tyngdpunkterna i de namibiska styrdokumenten i ämnet musik är. Vi har undersökt hur kursplanen tolkas i teorin och i praktiken av lärare. Dessutom har vi undersökt vilka ramfaktorer som är rådande för en musiklärare i Namibia och hur dessa faktorer påverkar undervisningen. Denna studie bygger på sociokulturell teori och ramfaktorsteori. Vi har använt tre olika metoder: Hermeneutisk textanalys, observationer och intervjuer för att få svar på våra frågeställningar. De resultat som vi har kommit fram till är att musikutbildningen enligt landets skolplan bör utbilda eleverna på en social och kulturell nivå. Undervisningen bör uppmuntra elevernas kreativitet och grunda sig på: Att utforska, delta, skapa och uppskatta. Våra observationer har visat att klassrummen oftast inte är anpassade för musikundervisning och tillgången till instrument är mycket begränsade. Dessutom är den ekonomiska situationen en av de främsta faktorerna som gör ramarna mycket begränsade. Skillnaden mellan den privata och de kommunala skolorna är noterbar och syns på många olika sätt på grund av deras ekonomiska och i viss mån kulturella situation. Vi diskuterar också om lärarna, under nuvarande omständigheter, kan ge eleverna en allsidig musikutbildning med så små resurser. Dessutom diskuterar vi om hur mycket ramfaktorerna påverkar undervisningen. Våra resultat visar att det inte bara är ramfaktorer som har effekter på musikundervisning i Namibia, även om det är en viktig faktor. Lärarnas föreställningar om musik spelar också en stor roll, särskilt för de lärare som inte behöver oroa sig över deras ekonomiska situation. Denna studie visar också att det finns en paradox mellan den privata skolan och de kommunala skolorna. De kommunala skolorna, med begränsade ekonomiska tillgångar, lär eleverna att musik är en möjlig karriär i livet även om de inte har utrustning för praktiskt musicerande. Den privata skolan utbildar eleverna till att känna igen "bra" musik, notation etc, även om de har möjlighet att utbilda elevernas instrumentella färdigheter. Denna studie genomfördes i Namibias huvudstad, Windhoek. / The purpose of this study is to investigate how music teachers in Namibia relate to current curricullum and subject prerequisites and how it affects their perception of music education. The study is an survey of where the emphasis is in the Namibian curricullum of the subject music. We have investigated how the syllabus is interpreted in theory and in practice by the teachers. Furthermore the study also examine what frame factors are present for a music teacher in Namibia and how these factors affect teaching. This study is based on socialculture theories, music didactics and frame factor theories. We have used three different methods: Hermeneutic text analysis method, observations and interviews to get answers to our research questions at issue. The results we have presented are that the music education should, according to the Namibian syllabi, educate students at a social and cultural level. The education should encourage students creativity and be based on: Exploring, participating, creating and appreciating. Our observations have showed that their classrooms are not optimized for teaching music and the instrumental assets are very limited. Furthermore the economical situation is the main factor making the frames very restricted. The difference between the private school and the government schools is legible and is visable in many different layers due to their economical and cultural situation. We also discuss whether the teachers, in the present circumstances, can give the pupils a varied music education with their small resources, this in addition to the questions regarding how much the frame factors affects the teaching. Our results shows that it is not only the frame factors that effects the music education in Namibia, even if it’s an important factor. The teachers conception of music plays a big part as well, especially for those teachers who do not have to worry too much about refounds. This study also shows that there is a paradox between the private school and the public schools. The public schools with much less refounds teach the pupils that music is a possible career in life even if they do not have equipment to practise. The private school educate the children to recognise “good” music, notation etc, even if they have the possibility to educate the childrens instrumental skills. This study was done in the capital of Namibia, Windhoek.