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Advisor(s)
Abstract(s)
O professor de instrumento, enquanto condutor de um processo
ensino-aprendizagem de futuros instrumentistas da área musical, reúne em si
mesmo uma multiplicidade de experiências e conhecimentos que procura
transmitir eficazmente ao seu aluno, de forma a que este desenvolva uma
base de valências, necessária à sua afirmação enquanto executante. Tal
fenómeno decorre tradicionalmente no espaço de uma sala de aula, mas a
construção de tal savoir-faire, para o docente, estrutura-se a partir do
universo muito mais abrangente definido pelo percurso do mesmo enquanto
aluno, enquanto músico, e também influenciado pela instituição em que
desenvolve a sua prática profissional.
Este trabalho procura dar um contributo em língua portuguesa sobre a
didática instrumental e todos os fatores que a influenciam, tendo consciência
que a principal literatura crítica só inclui estudos e/ou manuais pedagógicos
sobre os primeiros estágios de formação musical. Assumindo esta lacuna
também como motivação principal do presente trabalho, partiu-se dos
resultados de um estudo de caso numa escola profissional de música, em
Portugal. A reflexão sobre as principais linhas de orientações didáticas era
assim emergente, investigando o modo como essas linhas são “curvadas” ou
“endireitadas” por factores de influência, nomeadamente socioculturais e
institucionais, os quais, dissimuladamente, mas decididamente, ao longo da
história da “aula de instrumento”, têm direcionado não só o que o docente
ensina, mas como o ensina.
The music instrument teacher, as the conductor of a teaching-learningprocess for future musicians, gathers in himself/herself a multiplicity of experiences and knowledge that one’s seeks to convey effectively to each student, in such a way that they will develop the basis of skills, necessary to one’s affirmation as a performer. Such teaching phenomena traditionally occurs in the space of a classroom, but the construction of such savoir-faire, for the teacher, builds itself from a much wider universe, defined by the teacher’s own path as a student, as a musician, and also influenced by the institution where one practices one’s teaching profession. This research pursues to be a contribution in Portuguese about instrumental teaching, and all the factors that influence it, while being conscious that the existing scientific literature, focus on pedagogical manuals/studies about the early stages of musical training. Assuming this gap also as primary motivation for the present essay, one started from the results of a case study at a professional music school in Portugal. The reflexion about the main outlines of teaching orientation was thus, emergent, in that, one could investigate how these outlines where “bent” or “straightened ” by factors of influence, namely the sociocultural and institutional factors, which covertly but decisively, throughout history, have directed not only what each teacher teaches, but how one does it.
The music instrument teacher, as the conductor of a teaching-learningprocess for future musicians, gathers in himself/herself a multiplicity of experiences and knowledge that one’s seeks to convey effectively to each student, in such a way that they will develop the basis of skills, necessary to one’s affirmation as a performer. Such teaching phenomena traditionally occurs in the space of a classroom, but the construction of such savoir-faire, for the teacher, builds itself from a much wider universe, defined by the teacher’s own path as a student, as a musician, and also influenced by the institution where one practices one’s teaching profession. This research pursues to be a contribution in Portuguese about instrumental teaching, and all the factors that influence it, while being conscious that the existing scientific literature, focus on pedagogical manuals/studies about the early stages of musical training. Assuming this gap also as primary motivation for the present essay, one started from the results of a case study at a professional music school in Portugal. The reflexion about the main outlines of teaching orientation was thus, emergent, in that, one could investigate how these outlines where “bent” or “straightened ” by factors of influence, namely the sociocultural and institutional factors, which covertly but decisively, throughout history, have directed not only what each teacher teaches, but how one does it.