Perspectivas sobre o ensino-aprendizagem do piano pelo Método Suzuki no Brasil

Abstract

This research investigated the teaching and learning of the piano by the Suzuki Method in Brazil. The investigation covers the historical, philosophical and pedagogical aspects and the current practice of this method in different Brazilian regions. The literature review undertaken for this thesis showed that the Suzuki Piano School is part of an educational system called Talent Education, which contains: (1) a teaching philosophy whose fundamental principle is the belief in the potential of all human beings; (2) a teaching methodology inspired by the way in which children learn their mother tongue; (3) pedagogical practices that aim at an integral education of the human being through music. In addition, the literature review showed that the Suzuki Piano School has different characteristics in relation to other methods intended for piano initiation. The data collection undertaken for this research was carried out in two stages. In the first stage, semi-structured interviews were carried out with 4 Brazilian teachers, pioneers of the Suzuki Piano School in Brazil. The interviews were fully transcribed. In the second stage, non-participant observations of individual lessons taught by 4 Brazilian piano teachers from different regions of the country were carried out. These classes were given to 4 piano students, between 5 and 6 years old. In the classes, the children were accompanied by their mothers or fathers. In all, 4 sequential classes were observed by each teacher, given to the children participating in the research, following the precepts of the Suzuki Piano School. The children, their parents and the teachers answered questionnaires. The interviews and questionnaires were qualitatively analyzed from pre-established categories, with the help of the MAXQDA software. For the analysis of the data generated by the non-participant observations, Zorzal's (2014) categorization was used, proposed for the analysis of teaching strategies adopted by teachers in musical instrument classes. The data obtained revealed that the application of the Suzuki Piano School in Brazil began in 1982 and currently is experiencing a quantitative and qualitative growth. The research reveals that the Brazilian teachers participating in the research have found alternatives to overcome the gaps of the Method and that the benefits provided by it overcome the challenges encountered in its application. In addition, the research found that, despite covering the same content in classes, each teacher participating in the research did so from a different combination of teaching strategies, which reflected not only their personal characteristics, but also the degree of appropriation by the teachers of the Suzuki Piano School characteristic teaching strategies. Finally, the research concluded that the application of the Suzuki Piano School principles in Brazil is possible, but some adaptations may be necessary. 75 years after its creation, the Method remains a reference for teaching the piano, especially for children from the age of three years old.