A trajetória de formação de licenciados em música multi-instrumentalistas: um estudo sobre história de vida e desenvolvimento musical

Abstract

Focusing on the training path of music students at the Federal University of Rio Grande do Norte, this master's thesis had the general objective of understanding, through their training path, how music students become multi-instrumentalist music teachers. As specific objectives, I sought to: understand how the students' personal experiences influence their choice and mastery of multiple instruments during their training; identify the practical experiences that contribute to preparing students as music educators in various contexts; analyze the curricular support available to students during their musical training. This research had the contribution of four music undergraduates from UFRN, through narrative interviews, telling about their musical training trajectories. I looked for references that could contribute to a better understanding of the profile and multi-skills of music teachers. Authors such as Rauber (2017) and Silva (2018) helped build the theoretical foundation as pioneers in dealing with the term “multi-instrumentalist”. To understand a little more about life history and training, I had the contribution of Nóvoa (1992), Gaulke (2013, 2017), Passeggi (2008) and Huberman (1995). In addition, in order to understand teacher training in more detail, as well as education in contemporary times, I brought in Nóvoa (2009), along with 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 music degree courses in Brazil, where they expose the concept of conservative habitus. This helps to provide the theoretical basis for 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.