POST-DYSTONIA LIFE IN BRASS INSTRUCTORS:
An Analytical Report of Interviews with Fifteen Teachers Diagnosed with Embouchure Task-Specific Focal Dystonia (ETFD)
Embouchure dystonia; brass teachers; teaching trajectory; professional reorganization; music education.
This article is part of a master's research project that aims to understand the impact of Embouchure Task-Specific Focal Dystonia (ETFD) on the professional and pedagogical trajectory of brass instrument teachers. Through semi-structured interviews with fifteen educators diagnosed with the disorder, the study analyzes how these musicians coped with the diagnosis, the consequences for their artistic and teaching activities, and the pathways they followed toward professional reorganization. The results reveal experiences marked by rupture, emotional challenges, and strategies for overcoming adversity, highlighting music education as a possible space for continuity, identity, and resistance in the face of limitations imposed by ETFD. The findings reinforce the importance of institutional support, specialized clinical listening, and the development of pedagogical practices adapted to the new reality experienced by affected musicians.