Guia para formação de professores: adaptação de música regional para aulas de trompa com iniciantes

Abstract

This work presents the "Musical Adaptation Guide for Horn Teachers in Training," a manual of adaptations of regional music for beginners. This educational product emerged as a proposal to address the challenges in music education, especially in the context of horn teaching, where there is a significant presence of teaching materials and repertoires of European origin. These materials, often from other countries and unfamiliar to students and their communities, do not take into account their cultural and regional specificities. This practice needs to be discussed in the training of horn teachers to promote the development of new approaches by them. The scarcity of resources that integrate local culture limits students' access to a potentially representative and meaningful music education. Developed within the Graduate Program in Creativity and Innovation in Higher Education Methodologies (PPGCIMES) at the Federal University of Pará (UFPA), with an emphasis on Methodological Innovations in Higher Education (INOVAMES), the resulting product aims to address these shortcomings, particularly the lack of adaptations of regional music from the Brazilian Amazon for beginners. The methodology involved a bibliographic research on the challenges and perspectives in horn teaching in Brazil, the literature used for teaching, and the influence of musical heritage on horn learning. It is based on Ausubel's (2003) theories of meaningful learning and Quijano's (2015) decolonial approach, as well as the analysis of idiomatic elements present in works written by horn players, as discussed by Matosinhos (2021). Additionally, an analysis of Pedagogical Course Projects (PPCs) from the Federal University of Pará (UFPA), the State Institute Carlos Gomes (IECG), and the State University of Pará (UEPA) was conducted. Subsequently, the educational product was developed and implemented, along with interviews with teachers and students to validate the proposed musical adaptations. The results highlight the potential of the developed educational product to equip both trainee and practicing teachers, providing a practical and accessible tool for teacher training and a music education that incorporates local culture. Furthermore, it is evident that the developed material serves as a resource for teachers in training, assisting them in integrating local cultural elements into their teaching, thus promoting a more contextualized and meaningful music education.