Language, art and music in the BNCC and Mikhail Bakhtin:

a possible dialogue

Abstract

This article proposes a dialogue between the National Common Curricular Base (BNCC) and the philosophy of language of the Bakhtin Circle, with an emphasis on the Music curricular component in Elementary and Middle School. Based on the understanding of the subject as a historical, social, and dialogic being — central concepts in Bakhtin's work — the text analyzes how music, as an artistic language, can be understood as an utterance and a means of interaction between subjects. The BNCC, by establishing general and specific competencies for Art education, recognizes the importance of multiple languages in the integral formation of students and in the construction of meanings through expressive, collaborative, and reflective practices. The concepts of dialogism, alterity, and enunciation are articulated with the dimensions of artistic knowledge present in the BNCC — creation, criticism, expression, and reflection — highlighting how Bakhtinian philosophy contributes to understanding music as a social and aesthetic practice that involves subjective positioning and interaction with the other. The analysis reveals convergences between the BNCC's approach and Bakhtin’s dialogic perspective, suggesting that music can be taught in schools not merely as technique or content, but as a living language, socially situated and a bearer of values. The study concludes that there is fertile ground for deepening the relationships between Bakhtinian theory and music education across all levels of Basic Education.