Da indignação crítica à ação interseccional: registros da construção de uma disciplina decolonial, anti-opressiva e emancipatória em musicoterapia, na encruzilhada da promoção da saúde e da prevenção da violência

Abstract

This dissertation investigates the urgency of incorporating intersectional, decolonial, and anti-oppressive perspectives into the training and practice of Music Therapy in Brazil, articulating a theoretical critique, a curricular diagnosis, and a pedagogical intervention proposal. The study is based on the premise that music therapy, as a health field, requires a critical reflection on its role in either reproducing or confronting structural violence. Based on a critical literature review, the first chapter establishes the need for an approach that integrates anti-racist, feminist, and queer knowledge, recognizing how the complex interactions between race, gender, and sexuality impact access to and the quality of healthcare, perpetuating historical inequalities. In a second phase, the research proceeds to an empirical, qualitative, and exploratory-descriptive analysis of the Course Pedagogical Projects (PPCs) and Political Pedagogical Plans (PPPs) of undergraduate Music Therapy programs in the country. The results of this documentary analysis reveal a significant gap: although discourses on diversity are present, the incorporation of intersectional themes occurs marginally, often relegated to a hidden curriculum through extension activities or specific, isolated actions, without effective and structural integration into the formal curriculum. As a direct response to this diagnosed gap, and as the product of this Professional Master's degree, the third chapter presents the development of a course for the Music Therapy program at UFMG. Titled "Prevention and Confrontation of Violence, Health Promotion, and Emancipatory Practices in Music Therapy," the proposal is structured along four paths: Intersectionality, Violence, Emancipatory Decolonial Theories, and Health Promotion and Emancipatory Practices in Music Therapy. The objective is to offer tools for future professionals to develop a critical awareness and a practice aligned with social justice, capable of understanding and confronting institutional violence. Thus, the dissertation positions music therapy training as an ethical-political act, contributing to the promotion of integral and emancipatory health.