A trajetória de formação e atuação de uma professora de violão popular atuante em múltiplos contextos em Natal RN

Abstract

This monograph aims to investigate the educational and professional trajectory of popular guitar teacher Midiã Dantas through a qualitative case study. The research combined a semi-structured interview with the analysis of teaching materials produced by the educator, especially her work entitled “Pensar e Agir: o percurso construtivo de um método para o ensino de violão popular a partir da vivência docente” (“Thinking and Acting: the constructive path of a method for teaching popular guitar based on teaching experience”). Drawing from her lived experiences and pedagogical reflections, the study sought to understand how her teaching knowledge was constructed, integrating self-taught practices, community-based experience, and academic training. The findings reveal key principles that shape her pedagogical approach, such as the centrality of listening, the welcoming of students’ backgrounds, the encouragement of musical creativity, and the continuous adaptation of content to diverse social and cultural contexts. Her method is structured into four modules that guide learners through a progressive sequence of technical skills, meaningful repertoire, and creative autonomy. The analysis highlights an educational practice rooted in human sensitivity, grounded in experience, and open to diverse forms of knowledge. The study concludes that Midiã Dantas’s approach offers a significant contribution to Brazilian music education, especially by legitimizing pedagogical methodologies forged in everyday teaching contexts beyond major academic centers. This research reinforces the importance of documenting, recognizing, and critically reflecting on pedagogical practices that emerge from the lived reality of music teachers and the attentive listening to their students.