Artigo publicado (abstract/poster):

MONTENEGRO, Guilherme F. de C. (2016) "Besides playing, we have to teach!”: The

pedagogical dimensions in the actuation of the collaborative pianist at a specialized music
nd
school. In: 32 World Conference of ISME, 32, Glasgow, UK. Anais de… Glasgow: ISME, p.
383.

"Besides playing, we have to teach!”: The pedagogical dimensions in the

actuation of the collaborative pianist at a specialized music school

In the current Brazilian educational context, specialized music schools have

been an important locus of action for the collaborative pianist. At the Centro de
Educação Profissional Escola de Música de Brasília (Music School Professional
Education Center of Brasilia), the collaborative pianist mainly works with
classical singers, instrumentalists, choirs, big bands and orchestras for the
training of professional musicians. These diverse situations inspired a master's
research aimed to understand how collaborative pianists realize their ways of
being and acting in the profession in the educational context mentioned above.
In order to develop the research, a dialogue was established with the concepts
of socialization and professional culture whose definitions show the complex
dynamics of the labor reality and the many influences over which the subjects
influence and are influenced by others, delineating specific characteristics of
different professional groups. The methodology adopted was an interview study
with eleven pianists from the educational institution. From the analysis of the
reports, the pedagogical dimensions in the collaborative pianist actuation
established an important feature of their ways of being and acting in the
profession. In relation to these dimensions, the participants mainly emphasized:
(1) the teaching related to the instrument/voice technique and to musical
performance interpretation; (2) knowledge about the students musical
development; (3) perceptions about the difficulties in music learning and (4) the
adoption of rehearsal strategies, which allow the appreciation and
encouragement to the learning of these students-musicians. Results indicate
that, along with the piano technician domain and the musical accompaniment,
the pianist assumes the role of education, making interventions of pedagogical
kind, guiding the student in rhythm, tuning, musical style and interpretation
issues, also suggesting complementary study plans to the instrument/voice
lessons. Because of that, the results do not accept the common sense notion
immediately (that the collaborative pianist only plays his instrument). Instead,
research data indicate a review of this concept, embracing the pedagogical
knowledge with a view to prepare repertoire with the student. Finally, the
interviewed pianists recognize their active role in the musicians training process
at the school where they work, revealing their desire to share experiences with:
the students, the instrument/singing teachers and the music school. The
investigation brought contribution to discuss the training for the collaborative
pianist in Music Bachelor’s degree courses and the relationship of this formative
step in Superior level with the profile and emerging professional demands in
specialized music schools.