A trajetória docente e as escolhas pedagógicas de professores de música em contexto religioso: um estudo com narrativas autobiográficas

Abstract

This master's dissertation has the general objective of understanding the relationship between the teaching trajectory and the pedagogical choices of music teachers at the Escola de Música Renascer em Cultura (EMRC). This research was carried out with two teachers and a monitor from the aforementioned school. First, I contextualize the music education that takes place in religious spaces, addressing the contributions of Saint Augustine and Luther to music in the church. To carry out this research, I used the (auto)biographical method; thus, in the works that make up my literature review, I sought to bring about a dialogue between the narratives of teachers who work in a religious context. The works found were grouped and categorized into the axes of study of the subject addressed by Passeggi (2011, 2020). I describe the tradition of (auto)biographical research and its contributions to teacher training based on the concepts presented by Delory-Momberger (2012) and Passeggi (2008, 2020). I also explore the concepts of formative experience and experience formation proposed by Josso (2004, 2010), which underpin the biographical work of this research. The narratives of the teachers and the monitor were collected through training memorials (Prado; Soligo, 2007) and online meetings. The data analysis, based on the training memorials and online meetings, followed the theoretical assumptions of Discursive Textual Analysis (DTA) proposed by Moraes and Galiazzi (2007). The results indicate that the relationship between the teaching trajectory and pedagogical choices is mediated by significant formative experiences, which make up the pedagogical reservoirs of these educators.