Abstract

What are the set of competences necessary for a Brazilian musician to be really engaged in the society today? What is the role of this musician to make a difference in their community? As we see fast changes in the world, the demands for a musician tend also to change. The individualist paradigm needs to change to a more collective and collaborative approach. A musician cannot be isolated only concerned in playing their instrument, or composing a piece by working alone. Rather, this musician has to engage with production, management, collaborating with peers, being part of community of creative artists. This work presents some possibilities for developing multiple competences, which go beyond musical skills within Brazilian contexts. This will be discussed from the perspective of theories regarding collaborative learning and communities of practices (Renshaw, 2007, 2010; Wenger, 1998) and also some aspects from Critical Pedagogy developed by Paulo Freire. A short case study will be examined where music students from Federal University of Minas Gerais were engaged in an education project called “Escola Integrada”. The project involved creative laboratory with practical training, reflections based on theoretical studies, in loco experiences where music students “went to the field” delivering music workshops for children from public schools.

Heloisa Feichas, PhD in Music Education, from Institute of Education, University of London. Recently finished a Pos Doc at UNESP (State University of São Paulo, Brazil) linking ideas of Paulo Freire with Collaborative Learning concepts. She is Associated Professor at Music School of Federal University of Minas Gerais (UFMG) in Brazil. She is also a pianist performing mainly Brazilian Popular Music in different ensembles. Her main research interests are on Popular Music Education and Sociology of Music Education. She worked in cooperation with Music School of Pitea, Luleå University in Sweden and also with Guildhall School of Music and Drama (Connect Project).