Educação musical para adultos: representações sociais no ensino de instrumentos para adultos iniciantes

Abstract

The present work aims to identify/reveal and reflect on the social representations that mediate the relationships between adulthood and the teaching of musical instruments of conservatory tradition. The interest is the investigation of the symbolic dimension involved in the process of adult musicalization and the techniques and methods that are part of the processes of musicalization or teaching of music. Therefore, students and professors from the School of Music of the Federal University of Rio Grande do Norte (UFRN) were interviewed, who work in the basic, technical, higher (baccalaureate) and postgraduate ( Master's degree). The concept of social representation of Moscovici (2009) and Jodelet (2001) was used as a theoretical reference, to define our research object; Bourdieu's theory (2008, 2010), and its application in the field of musical education by Pereira (2012), to account for the interactions between the representations studied and the structures in which they are inserted; And Sousa's sociological theory of adulthood (2012), to define the adult in dialogue with the representations in which he is inserted and with the social context that surrounds him. As a methodology, a bibliographic survey was used, which provided us with elements for the application of semi-structured interviews, according to Spink's (2013). Among the results, we found several evidences of explicit and explicit representations in several academic works along the bibliographical survey, as well as evidences of social representations regarding the musicalization of adults among students and professors of the School of Music of UFRN. These representations are strongly associated with the perception of study time (in years and in daily hours), and professionalization (according to conservatory ideals and practices), which guide the valuation of musical initiation at the earliest possible age ("better age for initiation "), so as to guarantee the fulfillment of the demands associated with the musical formation represented by the interviewees. Therefore, adult initiation is represented socially in the researched environment as a problematic initiation that requires the overcoming of several obstacles and that is not in accordance with the model of student and professional sought by the training courses and the professional environment.