Ensino de música e alteridade: discutindo a relação entre professores e alunos em uma escola especializada

Abstract

This research aimed to investigate how to establish the relationships between teachers and students in a specialized music school is investigating how the dialogic relationship characterized by the presence of otherness for a teaching and learning process. As investigative field, we chose the Pernambuco Conservatory of Music, located in Recife / PE. The methodological approach used was qualitative, and the case study chosen as type of research. As data capture tool used the application of a questionnaire, and subsequently also made up the use of interviews. We bring as a theoretical framework, the thought of Dialogue philosophy presented by the philosopher Martin Buber, where dialogue is seen as essential for maintaining a relationship based on ethical sense of otherness. Another basis on which rests our theoretical framework is the perspective of otherness according to the thought of Emanuel Lévinnas, where the place of the other in the relationship is recognized and valued the building thus ensuring a satisfactory relationship. Also reflect on the historical significance of the area of conservatories for music education of the individual, addressing the indications given by Pereira (2013) on Habitus Conservatorial, which is in his critique a repetitive teaching model that reproduces in classrooms today's practices designed by music teachers in the past. In this way we seek to find in the midst of this Habitus Conservatorial the place for the emergence of otherness and dialogue among the subjects investigated. Data obtained in this research indicate that the dialogue between teachers and students is an excellent alternative to roads that rumen to a better educational experience about music education in the context of a conservatory of music. And they point out that the ethics of otherness is a core value for the formation of the individual.