Educação não formal e cultura no Conservatório Estadual de Música Renato Frateschi: a música para além da sala de aula nas narrativas de quatro professores

Abstract

This research explore the Non-formal Education practicies established at the Conservatório Estadual de Música Renato Frateschi, based at Uberaba, Minas Gerais. We assume the definition of Non Formal Education as proposed by Gohn (2013; 2019), that demonstrates the possibility of Non Formal music education practicies in institutions where also occur formal music education practicies. When observing the absence of research on the topic, we establish an exploratory research bias as proposed by Gil (2008). To raise data, we resort to documental research and four narratives of teachers who manage non formal actions in that school. The narratives were contextualized with the governing legislation about conservatories and school documents, besides the schedule formulated by the teachers leading to discussions about how these actions happen, how they interact with society, how they comply with the fundaments of non formal education and how they dialogue with the formal education in that school. The narratives were stablished by passing the interviews through a process of transcreation. These narratives were then revised by the interviewed as conceptualized by André (1983) on the Prose Analysis method. These narratives were evaluated by the interviewees themselves, who defined agglutinating axes according to what they found most relevant in their statements. The axes were: Chances, New Paths, Consonance, Learning Processes, Achievements, Dedication and New Perspectives. The data built through the narratives show the importance of historical aspects of the teachers upholding their actions, besides the benefits generated to the scholar community and general community, the challenges they face and the ramifications of their works.