COMPARATIVE ANALYSIS OF THE TEACHING OF CONDUCTING IN THREE MUSIC DEGREE COURSES IN THE SOUTHERN REGION OF BRAZIL: CURRICULAR STRUCTURE AND PEDAGOGICAL APPROACHES

Abstract

The training of music teachers involves a complex range of knowledge, and it is crucial to understand how specific components, such as conducting, are effectively implemented in the teaching degree curricula. While general surveys indicate the presence of the regency, there is a lack of an in-depth understanding of concrete practices. This article aims to comparatively analyze the curricular structure (workload, positioning, prerequisites), the syllabus (thematic emphases, repertoire) and the pedagogical approaches (methodologies, activities, theory-practice relationship) of conducting teaching in three Teaching Degree in Music courses in the Southern Region of Brazil: Federal University of Pelotas (UFPel), Regional University of Blumenau Foundation (FURB) and State University of Londrina (UEL). The methodology adopted the study of multiple cases, of a qualitative nature, using documentary analysis (Political-Pedagogical Projects, discipline programs) and semi-structured interviews with conducting professors and course coordinators. The results reveal significant divergences and convergences between the institutions. Variations in the total workload and semester/annual distribution are observed, reflecting different curricular organizations. The contents oscillate between an exclusive focus on choral conducting (UFPel) and mixed approaches including instrumental elements (FURB, UEL), justified by regional contexts and conceptions of teaching performance. The pedagogical approaches, although they share the practice among peers, differ in the use of specific materials, technologies and activities (such as working with Laban at UEL or final projects at FURB). The teachers' perspectives, unanimous as to the importance of conducting, differently emphasize the functions of leadership, integration of knowledge and development of teaching methodologies. It is concluded that the different curricular and pedagogical models have direct implications in the preparation of the future teacher, suggesting the need for a continuous dialogue about the role and optimization of the teaching of conducting in the licentiate, considering the multiple contexts of professional performance.