In this research, located in Music sub-area, educational aspects are addressed, specifically in Musical Education Scope, the axis of the Interface in Art, Culture and Society. It was developed with the goal of understanding the Musical theory teaching from the curriculum, which was developed in a conservatory of music, in Belém-PA. It is based on pedagogical and sociological assumptions in order to analyze the current musical grammar teaching, in the first grades of music course. This review was grounded by works about musical education, availing of authors as: Penna (1990; 1995; 2012), Fonterrada (2008), Swanwick (1994, 2003), Souza (1996; 2000; 2004) and Jardim (2002); authors about the pedagogical trends: Oliveira (2006), Libâneo (2003) and Saviani (1985); from the curriculum area: Apple (1979) and Lewy (1979); about oral history: Le Goff (2003) and Meihy (2011); and analyzes were made for sociology based on Bourdieu (1989, 2007), Pereira (2012) and Vieira (2001). The methodology involved document analysis, appliance of interviews and questionnaire. The issues raised are related to: pieces of information about the introductions to classical musical teaching in Belém-PA until the creation of the conservatory analysis and the way how the teaching of the subject, whose contents require mastery of musical reading and writing, has been developed; musical theory from the current PPP of the investigated institution; and the teachers' and students' opinions from the local conservatory about this subject education. The research results contribute for understanding of pedagogical thinking which guides the selection of contents, as well as allowing the analysis of its weaknesses and contribution for students' education of a music conservatory from Pará. Thus, from the understanding of this reality, the mentioned conservatory should be perceived as a research field, whose practices must be studied, discussed and questioned, aiming at contributions to its transformation.
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