THE MUSIC EDUCATOR MULTI-INSTRUMENTALIST: an investigation from the narratives of music teachers in multiple contexts
Multi-instrumentalist; Musical Education; Teaching Performance
This dissertation addresses the multi-instrumental musician performance as a musical educator. In the scope of this research, this professional is understood as someone who besides playing several instruments is also able to perform different tasks related to music, i.e., the ability to conduct, develop musical arrangements and compose in order to give greater meaning to his practice is also part of this concept. The chosen methodology to construct the results were the life stories (JOSSO, 2004; SAHAGOFF, 2015; CUNHA, 2009), and the investigation is presented within the qualitative approach (BRESLER, 2000). This work had the collaboration of three music teachers who are inserted in different contexts – school of basic education, specialized school and third sector (NGO and church). Based on semi-structured thematic interviews with open questions, each one described his story and his performance as a musical educator who has the multi-instrumentalist characteristic. The theoretical basis of this research is the Intercultural Musical Education (GROSSI, 2003; ARROYO, 2000; QUEIROZ, 2015; QUEIROZ, 2004; FIGUEIREDO, 2011; BELLOCHIO, 2003), the Intercultural Music Educator (OLIVEIRA, 2003; PENNA, 2006) and the profile of this Multi-Instrumentalist (RAUBER, 2017; PRESSER, 2013). The obtained results show the profile of the multi-instrumentalist teacher, its acting area and the impacts that the multi-instrumental characteristic has on the student learning and the teaching career of this educator.