Repertório musical em práticas de docência : a experiência de professores de música.

Abstract

Contextualize this work , the ways in which music teachers choose the songs that are part of the repertoire they experience in their classes . Seeking to map and present the ways that these teachers go through until you get to choose these music . For this purpose, I conducted semi -structured interviews with three teachers , seeking to understand what were the influences that made them deciding to become musicians and music teachers . Who were the people and the circumstances that led them to choose this path and how these influences have significance in the way choose the music that are part of their repertoire of work and consequently are reflected in the way to enjoy music in their classrooms with their students . As theoretical reference work with the phenomenology of Merleau - Ponty as a background of my considerations , including the phenomenological process allows realizing the feelings I have about the lived reality and that they are embedded in a world that is also cultural . Other authors have also contributed to my reflections , especially Duarte Jr. and Mikel Dufrenne , which also use phenomenology , to a greater or lesser extent , to weave their arguments and comments about knowledge . Dufrenne also contributed his aesthetic vision of the experiments , which run through the beautiful feeling . Therefore , the experiences of the teachers are viewed under the aspect of sensitive and feeling, through the beauty that lies in the lived world . How sensitive these experiences are part of the world of each, you can not make a value judgment , and so I opted for the description, as recommended by the phenomenological theory , a strategy that allowed weave my thoughts and comments about the choices and decisions of teachers regarding the choice of songs that constitute the repertoire working in their classes . The study allowed me to observe that music teachers have a strong connection to the way that went through their training . Thus , the description I tried to make these paths enables to realize that there were many songs that came to them , and the songs that these teachers to lead their classes are those who keep a close relationship of meaning to them during the course of their experiences . In other words , are the musics that are validated through their aesthetic experiences.