Uma análise comparativa sobre as possibilidades e limitações da formação musical do musicista autoaprendiz e do musicista orientado por professores
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Data
2020-11-16
Autores
Pintyá, João Victor Mendonça
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo fazer uma análise comparativa entre as possibilidade e limitações que musicistas autoaprendizes e musicistas que tiveram professores em suas trajetórias de formação musical. Além da questão das limitações e possibilidades dessas formas de aprendizado, esse trabalho se voltou, também, em entender como diferentes musicistas iniciam suas trajetórias de aprendizado musical, o que pode levar um indivíduo a se tornar autoaprendiz ou a buscar a orientação de um professor e como esses tipos de musicistas se relacionam e trabalham com a música. A pesquisa foi desenvolvida em duas partes: a primeira dela foi uma leitura da bibliografia sobre o assunto e bibliografias que trabalhassem a respeito de algum dos tipos de aprendizado, tendo em vista analisar e tomar conhecimento do que os autores falavam sobre o assunto ou sobre os tipos de aprendizagem em questão. Na segunda parte foi realizado um questionário online, utilizando o Google Forms, com musicistas autoaprendizes e musicistas tutelados para que se pudesse ouvir o que esses musicistas tinham a dizer sobre suas trajetórias de aprendizado musical. Após a realização desse questionário, três musicistas que participaram do questionário foram selecionados para uma entrevista semi-estruturada para adentrar ainda mais a fundo nas diferentes trajetórias de aprendizado musical desses indivíduos. Ao final dessas etapas, todas as informações obtidas foram analisadas tentando indicar o alcance dos objetivos gerais e específicos deste trabalho. Como resultado, foi possível concluir que o autoaprendizado ou o aprendizado mediado por professores apresentaram grandes diferenças entre si nas possibilidades e limitações. Entretanto, alguns aspectos em comum foram identificados. Assim, não há motivos para acreditar que uma forma de aprender seja melhor ou pior que a outra. Também é possível afirmar que esses tipos de aprendizado se complementam de certo modo. Espera-se com este estudo ajudar futuros musicistas e professores em suas caminhadas de aprendizado musical, sendo ela o autoapredizado ou o aprendizado tutelado.
This research had the objective to make a comparative analysis of the possibilities and the limitations between the self-taught musicians and the musicians that had a professor in their musical training patch. Beyond the question of the limitations and possibilities of those learning methods, this research also focused on understanding how different musicians start their musical learning patch, what can lead an individual to become a self-taught or to seek the orientation of a professor and how these types of musicians relate to and work with music. The research was developed in two parts: the first part was a reading of the bibliography on the subject and other bibliographies that talked about some of the types of learning, in order to analyze and learn what the authors said about the subject or about the types of learning in question. In the second part, an online questionnaire was carried out, using Google Forms with self-taught musicians and tutored musicians to hear what these musicians had to say about their learning trajectories. After completing this questionnaire, three musicians that took part in the questionnaire were selected for a semi-structured interview to delve even deeper into the different musical learning trajectories of these three individuals. At the end of these steps, all the information obtained was analyzed in an attempt to indicate the scope of the general and specific objectives of this paper. As a result, it was possible to conclude that self-learning or teacher-mediated learning presented great differences in terms of possibilities and limitations. However, some common aspects were identified. Thus, there is no reason to believe one way of learning is better or worse than the other. It was also possible to say that these methods of learning complement each other in a certain way. It is hoped that this study can help future musicians and teachers in their musical learning journeys, whether it been a self-taught or tutored learning processes.
This research had the objective to make a comparative analysis of the possibilities and the limitations between the self-taught musicians and the musicians that had a professor in their musical training patch. Beyond the question of the limitations and possibilities of those learning methods, this research also focused on understanding how different musicians start their musical learning patch, what can lead an individual to become a self-taught or to seek the orientation of a professor and how these types of musicians relate to and work with music. The research was developed in two parts: the first part was a reading of the bibliography on the subject and other bibliographies that talked about some of the types of learning, in order to analyze and learn what the authors said about the subject or about the types of learning in question. In the second part, an online questionnaire was carried out, using Google Forms with self-taught musicians and tutored musicians to hear what these musicians had to say about their learning trajectories. After completing this questionnaire, three musicians that took part in the questionnaire were selected for a semi-structured interview to delve even deeper into the different musical learning trajectories of these three individuals. At the end of these steps, all the information obtained was analyzed in an attempt to indicate the scope of the general and specific objectives of this paper. As a result, it was possible to conclude that self-learning or teacher-mediated learning presented great differences in terms of possibilities and limitations. However, some common aspects were identified. Thus, there is no reason to believe one way of learning is better or worse than the other. It was also possible to say that these methods of learning complement each other in a certain way. It is hoped that this study can help future musicians and teachers in their musical learning journeys, whether it been a self-taught or tutored learning processes.
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Músicos - Formação, Musica - Instrução e estudo, Aprendizagem, Musical formation, Self-learning, Tutored learning, Limitations, Possibilities