Aprendizagem Baseada em Repertório - ABR: Uma Proposta Metodológica para o Ensino da Regência no Curso de Licenciatura em Música

Abstract

This research investigated the Conducting Curriculum Course at the State University of Feira de Santana (UEFS), guided by the central question: How could the development of a methodology for conducting components in the Music Education degree at UEFS, using Repertoire-Based Learning (RBL), address formative deficits and fragmented knowledge? This study is important because of the need for a more integrated education that prepares students for the challenges of the music profession. The general objective was to propose a methodological approach to conducting components through Repertoire-Based Learning and its core concepts. The specific objectives included identifying the Musical and Non-Musical Knowledge involved in student training, applying the proposed approach in light of studies on Active Learning, and advocating for a conception of learning in which students are active agents in their education. Within this context, the research examined the educational landscape at UEFS, identifying existing pedagogical practices and the challenges faced by students and professors. The literature review was grounded in the theories of Alvim (2008) and Santos (2006) on Human Ecology and the Ecology of Knowledge, respectively, as well as Freire's (1970) concept of repertoire-based learning. Methodologically, the study employed a combination of Case Study and Descriptive Qualitative Approaches, utilizing interviews and questionnaires with faculty and students. The resulting methodological proposals include the development of a more flexible curriculum that integrates theory and practice. Ultimately, the research aims to contribute to the understanding of conducting education in Brazil, highlighting the need for innovation in pedagogical practices and continuous training that is adaptable to contemporary demands.