Desatando nós: estudo a respeito de desconfortos gerados no processo de aprendizado performático-pianístico
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Data
2020-07-02
Autores
Glaser, Scheilla Regina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nas relações emocionais que se estabelecem entre o estudante de música e sua prática diária, sua família e amigos, o ambiente da escola de música que frequenta, seu professor, e as práticas competitivas estabelecidas pela tradição do ensino musical, algumas vezes são gerados desconfortos que afetam a relação dele com seu fazer musical, incluindo sua performance. Esta pesquisa teve por objetivo principal conhecer alguns desses desconfortos sob o ponto de vista do estudante e, a partir disso, elucidar situações que os geraram, compreender o sofrimento que causaram e propor o questionamento de algumas práticas pedagógicas. Para isso, a fundamentação teórica apoiou-se em quatro autores principais: Violeta de Gainza (1988), por apresentar questões psíquicas que interferem na relação de aprendizado musical e argumentar que o professor pode ser preparado para percebê-las; Carl Rogers (1974, 1978a, 1978b, 1986, 1987), por esclarecer o processo de facilitação de um grupo; Donald Winnicott (1990a, 1990b, 1999), por estabelecer as características de um ambiente confiante; e John Dewey (1976a, 2010), por apresentar o conceito de experiência adotado na pesquisa. O estudo se define na área da psicopedagogia musical como uma pesquisa qualitativa, exploratória, participante e aplicada. Foi formado um grupo com 9 pianistas voluntários, que realizou 23 encontros em 2018. A metodologia utilizada foi a Pesquisa Narrativa segundo Jean Clandinin (2006, 2007, 2013). Os resultados evidenciaram desconfortos manifestos em sentimentos de inadequação, sobrecarga, frustração, insatisfação por constante comparação, solidão, ansiedade performática, injustiça e incompreensão A competitividade surgiu como um denominador comum aos problemas relatados. Em razão disso, a discussão final promoveu um questionamento da competitividade no sistema de ensino do piano em escolas de música. Os questionamentos levantados neste estudo alertam para a necessidade de rever-se o estímulo à competitividade presente no processo de ensino e aprendizagem do piano, que se manifesta em diferentes situações e atitudes.
In the emotional relationships established between music student and his daily practice, his family and friends, the environment of the music school he attends, his teacher, and the competitive practices established by the music teaching tradition, sometimes discomforts are generated that affect his relationship with his music making, including his performance. This research had as main objective to know some of these discomforts from the student's point of view and, from that, to elucidate situations that generated them, understand the suffering they caused and propose the questioning of some pedagogical practices. For this, the theoretical foundation was supported by four main authors: Violeta de Gainza (1988) - for presenting psychic issues that interfere in the musical learning relationship and argue that the teacher can be prepared to perceive them; Carl Rogers (1974, 1978a, 1978b, 1986, 1987), clarifying a group's facilitation process; Donald Winnicott (1990a, 1990b, 1999), establishing the characteristics of a confident environment; and John Dewey (1976a, 2010), presenting the concept of experience adopted in the research. The study is defined in the field of musical psychopedagogy as exploratory, qualitative, participatory and applied research. A group of 9 volunteer pianists was formed, which held 23 meetings in 2018. The methodology used was the Narrative Inquiry according to Jean Clandinin (2006, 2007, 2013). The results showed manifest discomfort in feelings of inadequacy, overload, frustration, dissatisfaction due to constant comparison, loneliness, performance anxiety, injustice and incomprehension. Competitiveness emerged as a common denominator for the reported problems. Final discussion promoted a question of competitiveness in the piano teaching system in music schools. The questions raised in this study alert to the need to review the stimulus to competitiveness present in the teaching and learning process of the piano, which manifests itself in different situations and attitudes.
In the emotional relationships established between music student and his daily practice, his family and friends, the environment of the music school he attends, his teacher, and the competitive practices established by the music teaching tradition, sometimes discomforts are generated that affect his relationship with his music making, including his performance. This research had as main objective to know some of these discomforts from the student's point of view and, from that, to elucidate situations that generated them, understand the suffering they caused and propose the questioning of some pedagogical practices. For this, the theoretical foundation was supported by four main authors: Violeta de Gainza (1988) - for presenting psychic issues that interfere in the musical learning relationship and argue that the teacher can be prepared to perceive them; Carl Rogers (1974, 1978a, 1978b, 1986, 1987), clarifying a group's facilitation process; Donald Winnicott (1990a, 1990b, 1999), establishing the characteristics of a confident environment; and John Dewey (1976a, 2010), presenting the concept of experience adopted in the research. The study is defined in the field of musical psychopedagogy as exploratory, qualitative, participatory and applied research. A group of 9 volunteer pianists was formed, which held 23 meetings in 2018. The methodology used was the Narrative Inquiry according to Jean Clandinin (2006, 2007, 2013). The results showed manifest discomfort in feelings of inadequacy, overload, frustration, dissatisfaction due to constant comparison, loneliness, performance anxiety, injustice and incomprehension. Competitiveness emerged as a common denominator for the reported problems. Final discussion promoted a question of competitiveness in the piano teaching system in music schools. The questions raised in this study alert to the need to review the stimulus to competitiveness present in the teaching and learning process of the piano, which manifests itself in different situations and attitudes.
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Palavras-chave
Ensino do piano, Processo de aprendizado pianístico, Pesquisa narrativa, Performance musical, Desconfortos no aprendizado pianístico, Piano teaching, Piano learning process, Narrative inquiry, Musical performance, Discomforts in piano learning, Piano - performance, Piano - Instrução e estudo, Música - aprendizagem