Práticas formativas do curso de Licenciatura em Música da UERGS: a produção de um professor artista?

Abstract

This research questions the graduation aspects of Music teachers, aiming to improve the formative practices which are developed in Music graduation course from Universidade Estadual do Rio Grande do Sul – UERGS, located in Montenegro, a city in the south of Brazil. This way, the guiding questions for this research were: What are the formative practices developed in the Music graduation course at UERGS? In which ways the formative practices contribute to develop teachers’ skills? How graduated music teachers are seen and acknowledged by other former students in related areas? To investigate such questions, it was first made an analysis on important documents, like the Educational Project and the curriculum. After that process, a questionnaire was provided to graduated Music teachers through Google Forms. When analyzing the answers obtained from the questionnaire, it was possible to come with two groups of ideas, based on recurrent answers. During the investigation process in those groups, it was possible to understand that formative practices are related to conservative habitus, historically present in educational graduation courses, which strengthen what is beautiful, erudite and belonging to old-schooled Musical Education – that, then, becomes a tool to maintain the intellectual dominance of such artistic and aesthetic patterns. Even though such habitus is present and dominant, there are other movements being taken on the opposite direction, used as an escape valve, in which corporeal practices are done based on a creativity that defies the conservative standard present in graduation courses. Also, such movements purpose that future teachers will also become artists, based on their experiences in and out their habitus, being able to comprehend their own performances – usually stated by the methodologies as a neoliberal way to live as both teacher and artist. Eventually, this research contributes to a new thinking about Music teachers and the historical challenges they have been facing, especially on making Music accessible in regular elementary schools – which has been partially achieved, in really slow pace. An artist teacher and a teaching in music as art are possibilities highlighted in this course.