Ensino coletivo de violão: uma proposta didática para um curso técnico-profissionalizante no IFPI

Abstract

This research aimed to develop a didactic proposal for Group Guitar Instruction within the Curso Técnico em Instrumento Musical at the Instituto Federal do Piauí (IFPI), campus Teresina Central. Based on a pedagogical demand observed in classroom practice, the research sought to reinterpret and adapt part of the teaching materials from the Violão na Escola Project to the technical and vocational education context. The study involved an analysis of the original material and a state-of-the-art literature review on pedagogical innovations in collective guitar teaching, highlighting contributions from authors such as Oliveira (2023, 2024) and Tourinho (2023). Bardin’s (2016) content analysis was employed as the main investigative method. The theoretical foundation draws on the concept of educational innovation as defined by Moran (2014); cooperative learning according to Johnson, Johnson, and Holubec (1999); the four pillars of learning proposed by Dehaene (2022); the use of active learning methodologies as presented by Carbonell (2016) and Moran (2018 and 2019); curricular innovation following Masetto and Gaeta (2016); Swanwick’s (2003) CLASP system; and the benefits of metacognition in musical learning as discussed by Hallam (2001) end Stervinou, Silva and Nascimento (2023). As a result, a didactic proposal was developed encompassing criteria such as repertoire selection, the use of open and closed scores, musical improvisation, and the writing of arrangements adapted to the student context, aiming to foster student protagonism. It is expected that this proposal will contribute to collective guitar teaching in vocational technical courses by offering strategies aligned with contemporary demands in music education and by promoting collaborative, dynamic, and contextualized learning.