Autonomy and affectivity in the training of the music teacher for regular education: a case study with teaching degree students

Abstract

The present study proposes an investigation into teaching and learning practices in the field of music teacher training for regular schools, focusing on issues of autonomy and affectivity. Through qualitative research in the form of a case study, five students from a music teaching degree program which trains educators for basic education, at a public university in Brazil, were interviewed to record their perceptions regarding autonomy during the course and how this could reflect in their pedagogical practices. During the analysis of the collected data, it was possible to identify moments in which issues related to affectivity positively or negatively influenced the teaching and learning processes. The results indicated that among the interviewees, there is a predominant desire to adopt a teaching style that promotes autonomy and considers affectivity as an important part of their students’ development, even if they may have experienced neg­ative controlling situations in the past. This highlights a necessary connection, evident in the collected data, between these two aspects. Nevertheless, there seems to be some confusion between being controlling and fulfilling the expected role of an educator (teaching methodically), emphasizing the need to foster reflections on the topic, as proposed by this research.