Banca de QUALIFICAÇÃO: AMANDA CRISLEY PEDROSA BRAGA PINTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : AMANDA CRISLEY PEDROSA BRAGA PINTO
DATE: 10/11/2023
TIME: 14:00
LOCAL: Videoconferência
TITLE:

THE TRAINING PATH OF THE MUSIC STUDENT TO MULTINUMENTISM: a study of life history and musical development

KEY WORDS:

Multi-instrumentalists; teacher training; Life history and training

 

PAGES: 53
BIG AREA: Linguística, Letras e Artes
AREA: Artes
SUMMARY:

Focusing on the training trajectory of music graduates from the Federal University of Rio Grande do Norte, this master's dissertation aimed to understand, through their training trajectory, how music graduates become multi-instrumentalist music teachers. As specific objectives, I sought to investigate the experiences of music graduates, highlighting the challenges and achievements throughout their training; to learn about the contexts that influenced the graduates' life trajectory towards multi-instrumentalism; to identify the graduates' individual motivations for becoming multi-instrumentalist music educators; to examine the experiences and practices in preparing graduates to work in various contexts as music educators; and finally, to investigate the curricular support available to graduates during their training. This research had the contribution of four music undergraduates from UFRN, who gave narrative interviews about their musical training. I looked for references that could contribute to a better understanding of the profile and multi-skills of the music teacher. Authors such as Rauber (2017) and Silva (2018) helped build the theoretical foundation as pioneers in dealing with the term "multi-instrumentalist". Gaulke (2017) and Josso (2010) contributed to learning more about life history and training. To gain a more detailed understanding of teacher training, I turned to authors suchas Beineke (2004); Beineke, Bellochio, Sebold (2005); Bellochio (2003a); Bellochio (2003b); Cereser (2014); Del Ben (2001); Del Ben (2003); Gaulke (2013) and (2017); Mateiro (2007). Looking at the professional training of music educators, authors such as Pereira (2014) and Del Ben (2003) take a critical look at the curricular matrix of degree courses in Brazil and help to support this work. Delving into the life trajectory of these music undergraduates, especially focusing on the transition to future multi-instrumentalist music educators, made me realize the richness of the teaching and learning approach they carry with them. The challenges and experiences they have gained along the way will certainly give them a more complete understanding of their training as a whole.

 

COMMITTEE MEMBERS:
Externa à Instituição - CARLA PEREIRA DOS SANTOS - UFPB
Interno - 1235355 - MARIO ANDRE WANDERLEY OLIVEIRA
Presidente - 2321206 - TAMAR GENZ GAULKE