Rupturas e transições na trajetória acadêmica de licenciado(a)s em música em contexto pandêmico

Abstract

The situation imposed by the COVID-19 pandemic, with the suspension of face-to-face classes indefinitely, led to the implementation of Emergency Remote Teaching (ERT) in all educational institutions in the country. This study sought to understand how the dynamics of the transition from face-to-face to remote teaching and from the later to the former took place, in the Teaching Training Music Course at IFPE Campus Belo Jardim, focusing on learning the musical instrument. We adopted the theoretical-methodological assumption of Semiotic Cultural Psychology, in particular, we resorted to the concepts of rupture and transition and to the three levels of meanings (semantic, pragmatic, and existential) proposed to understand learning as meaning making. This longitudinal study used two online questionnaires applied at different times: during remote teaching and when returning to face-to-face teaching. The analysis was carried out in an interpretative way, in the light of cultural psychology. Through the mapped meanings, it was possible to identify the tensions and fears experienced by students in the transition periods from face-to-face teaching to remote teaching and from remote back to face-to-face teaching. Also, the meanings built on the facilities and difficulties faced in the transition processes. We also suggested new studies that explore what would have been the learnings built-in remote teaching that was incorporated into post-pandemic face-to-face teaching.