Da arte de (re)posicionar-se: educação musical superior e construções de identidades profissionais de bacharéis em música que atuam no ensino

Abstract

The work and training of professional musicians follow different paths, since music, as a social practice, is conceived from practical knowledge - from know-how. The career in music is characterized by multiple roles, fragmented work and, often, unstable. This reality favors the construction of different professional identities for graduates in higher education in music. This study investigates the influence of higher education in the formation of these identities among bachelors that work in education market. It was designed taking into account data from university education and professional experience of graduates from four public higher education institutions in Southeastern Brazil: University of São Paulo (USP), Federal University of Rio de Janeiro (UFRJ), Federal University of Minas Gerais (UFMG), Faculty of Music of Espírito Santo (FAMES). The documents for analysis were collected on the HEIs websites - pedagogical projects, syllabuses, curriculum grades - and online questionnaires applied to 42 graduates in these institutions. The analysis was based on the analytical categories that constitute the practice equation (BOURDIEU, 2008): [(habitus) (capital)] + field = practice. This analytical framework allowed to locate professional and academic habitus, highlighting the disparities between higher education and the realities of the labor market in music. Three main discussions emerged from the analysis: 1) About career models in music, which produce multisubjects acting on unforeseen trajectories. 2) About the models of curricular formation, and the possibilities offered by the institutions, favoring the reproduction of colonialist models or allowing other formations. 3) How graduates act in the market of teaching and how is the assumption of the identities of music teacher and music educator. The discussions pointed out: the gaps between university education and the realities experienced in the labor market in music; the needs of curricular restructuring and the fundamental role of repositioning of teachers and students in higher education; the work in the music teaching market only as part of the process of building professional identities, not necessarily determining in the construction of the subjects, since many still only act in it as a form of income complementation; the possibility of understanding higher education in music as a higher musical educ(ACTION), as a broad and liberating formative process.