A licenciatura em música como signo regulador na construção da trajetória de músico-docentes profissionais

Abstract

In a context where music transcends its artistic dimension to serve as a vital vehicle for education, this Undergraduate Thesis (TCC) aimed to explore the academic journeys of music education undergraduates. Amid a wide range of experiences, the study sought to understand how these students make sense of their academic and musical experiences in shaping their trajectories as professional musician-educators. Efforts were directed toward deciphering the regulatory signs that influence the emergence of a teaching vocation, guided by the cultural semiotic psychology approach. Adopting a qualitative research methodology, the study investigated the forces that guide students toward teaching. This inquiry focused on analyzing the semiotic dynamics of these processes, exploring the underlying signs and meanings of the students' choices and pathways. To achieve this, a combination of data construction methods was employed, namely the Focus Group method and the Card Method. The research process facilitated a deeper understanding of the internal aspects of the Music Education program, highlighting its unique features and challenges. Among the key findings, it became evident that, while the program represents innovation by fostering cultural transformation, traces of a Eurocentric approach still persist.