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Música e Comunidade - "Música na Comunidade" em Portugal e no Ensino Artístico
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A Música na Comunidade (MC) é uma expressão musical significativa na Europa e em Portugal, caraterizada pela colaboração entre artistas profissionais e amadores em projetos focados no bem-estar sociopsicológico dos participantes. No entanto, a sua extensão nacional permanece desconhecida devido a ambiguidades na definição do termo e a dificuldades metodológicas na escrita científica sobre o tema. A investigação-ação, uma abordagem iterativa e reflexiva que combina aplicação prática e reflexão sobre os dados recolhidos, revela-se particularmente adequada para este contexto. Paralelamente, o Ensino Artístico Especializado (EAE) em Portugal enfrenta desafios significativos desde o início do século XXI, incluindo dificuldades financeiras e inadequações pedagógicas e curriculares, que resultam numa alta taxa de abandono escolar na transição do ensino básico para o secundário.
Esta pesquisa, fundamentada na experiência como professor no EAE, explora a possível convergência entre EAE e MC. O objetivo foi identificar e caraterizar práticas de MC em Portugal, proporcionando uma visão holística. Foi desenvolvida uma tipologia de projetos para evitar ambiguidades na abordagem do tema, e investigou-se a viabilidade de implementação da prática de MC no contexto do EAE, através do desenvolvimento de um projeto artístico.
Criou-se uma base de dados de projetos de MC em Portugal, caraterizando promotores e facilitadores, natureza dos projetos, comunidades envolvidas e financiamento. Adicionalmente, foram realizadas cinco entrevistas semiestruturadas com especialistas em MC, para contextualizar os dados recolhidos e melhorar a categorização dos projetos de forma iterativa. As entrevistas foram analisadas tematicamente.
Com base nos resultados das fases anteriores, foi implementado um projeto de MC envolvendo uma turma de 12 alunos do 2.º grau da escola Ourearte em Ourém, juntamente com um grupo de 10 utentes do Centro de Reabilitação e Integração de Fátima, que acolhe pessoas com diversidade funcional. Utilizando uma metodologia de investigação-ação, o projeto decorreu ao longo de seis meses, culminando num espetáculo público. Durante o processo, foram mantidos diários de bordo e gravações das sessões de trabalho, ambos sujeitos a análise temática.
Esta pesquisa permitiu caraterizar a MC no contexto português e avaliar a sua aplicabilidade no EAE. A investigação demonstrou que MC e EAE são práticas musicais comunitárias distintas, mas relacionadas, enfrentando desafios semelhantes com objetivos diferentes. Sugere-se que as lacunas de uma área possam ser complementadas pelas forças da outra. Foram discutidas perspetivas sobre o futuro da MC em Portugal, e do seu potencial em proporcionar mais oportunidades de acesso à prática musical a populações desfavorecidas. Através de métodos comuns na MC (como improvisação, cocriação, flexibilidade de repertório e adaptabilidade às competências dos participantes), estimulam-se competências musicais dos alunos do EAE a par do desenvolvimento das suas capacidades de interação social. A experiência realizada demonstra que o desenvolvimento de projetos semelhantes é viável em disciplinas de Música de Conjunto (Classe de Conjunto, Orquestra, Coro) dos conservatórios.
Community Music (CM) is a significant musical expression in Europe and Portugal, characterized by collaboration between professional and amateur artists in projects focused on the socio-psychological well-being of the participants. However, its national extent remains unknown due to ambiguities in the definition of the term and methodological difficulties in scientific writing on the subject. Action research, an iterative and reflexive approach that combines practical application and reflection on the data collected, is particularly suited to this context. At the same time, Specialized Artistic Education (SAE) in Portugal has faced significant challenges since the beginning of the 21st century, including financial difficulties and pedagogical and curricular inadequacies, which result in a high drop-out rate in the transition from basic to secondary education. This research, based on my experience as a teacher in SAE, explores the possible convergence between SAE and CM. The aim was to identify and characterize CM practices in Portugal, providing a holistic view. A typology of projects was developed to avoid ambiguity in the approach to the topic, and the feasibility of implementing the practice of CM in the context of SAE was investigated through the development of an artistic project. A database of CM projects in Portugal was created, characterizing promoters and facilitators, the nature of the projects, the communities involved and funding. In addition, five semi-structured interviews were conducted with CM experts to contextualize the data collected and improve the categorization of the projects in an iterative way. The interviews were analyzed thematically. Based on the results of the previous phases, a CM project was implemented involving a class of 12 2nd grade students from the Ourearte school in Ourém, together with a group of 10 users from the Fátima Rehabilitation and Integration Centre, which welcomes people with functional diversity. Using an action-research methodology, the project took place over six months, culminating in a public performance. During the process, logbooks and recordings of the work sessions were kept, both of which were subjected to thematic analysis. This research made it possible to characterize CM in the Portuguese context and assess its applicability in SAE. The research showed that CM and SAE are distinct but related community music practices, facing similar challenges with different objectives. It is suggested that the shortcomings of one area can be complemented by the strengths of the other. Perspectives on the future of CM in Portugal and its potential to provide more opportunities for disadvantaged populations to access musical practice were discussed. Through methods common in CM (such as improvisation, co-creation, flexibility of repertoire and adaptability to the skills of the participants), the musical skills of SAE students are stimulated alongside the development of their social interaction skills. This experience shows that the development of similar projects is feasible in ensemble music subjects (ensemble class, orchestra, choir) at conservatoires.
Community Music (CM) is a significant musical expression in Europe and Portugal, characterized by collaboration between professional and amateur artists in projects focused on the socio-psychological well-being of the participants. However, its national extent remains unknown due to ambiguities in the definition of the term and methodological difficulties in scientific writing on the subject. Action research, an iterative and reflexive approach that combines practical application and reflection on the data collected, is particularly suited to this context. At the same time, Specialized Artistic Education (SAE) in Portugal has faced significant challenges since the beginning of the 21st century, including financial difficulties and pedagogical and curricular inadequacies, which result in a high drop-out rate in the transition from basic to secondary education. This research, based on my experience as a teacher in SAE, explores the possible convergence between SAE and CM. The aim was to identify and characterize CM practices in Portugal, providing a holistic view. A typology of projects was developed to avoid ambiguity in the approach to the topic, and the feasibility of implementing the practice of CM in the context of SAE was investigated through the development of an artistic project. A database of CM projects in Portugal was created, characterizing promoters and facilitators, the nature of the projects, the communities involved and funding. In addition, five semi-structured interviews were conducted with CM experts to contextualize the data collected and improve the categorization of the projects in an iterative way. The interviews were analyzed thematically. Based on the results of the previous phases, a CM project was implemented involving a class of 12 2nd grade students from the Ourearte school in Ourém, together with a group of 10 users from the Fátima Rehabilitation and Integration Centre, which welcomes people with functional diversity. Using an action-research methodology, the project took place over six months, culminating in a public performance. During the process, logbooks and recordings of the work sessions were kept, both of which were subjected to thematic analysis. This research made it possible to characterize CM in the Portuguese context and assess its applicability in SAE. The research showed that CM and SAE are distinct but related community music practices, facing similar challenges with different objectives. It is suggested that the shortcomings of one area can be complemented by the strengths of the other. Perspectives on the future of CM in Portugal and its potential to provide more opportunities for disadvantaged populations to access musical practice were discussed. Through methods common in CM (such as improvisation, co-creation, flexibility of repertoire and adaptability to the skills of the participants), the musical skills of SAE students are stimulated alongside the development of their social interaction skills. This experience shows that the development of similar projects is feasible in ensemble music subjects (ensemble class, orchestra, choir) at conservatoires.
Descrição
Palavras-chave
Música Comunidade Community Music, Specialized Artistic Education Participative Art Portugal Música na Comunidade Arte Participativa Ensino Artístico Especializado