Pedagogia do Piano e a Ciência: Trajetória, Conquistas e Continuidade

Abstract

Well into the 21st century, in the tradition of the interpretive practices, the idea of such a thing as talent is still a reality. As a consequence, the existing methodology, as is often the case, relies on the insistente number of repetitions in order to obtain qualitative results. The setback is that this action emphasizes the quantitative behavior, lacking reflection and conscious organization. This investigation aims at presenting the path of scientific achievements about piano pedagogy, as well as mapping a group of tools based on raising awareness of the studying/learning processes, focusing on the dualism: time vs. results. The underlying theory, serving as the main support, introduces national teachers/pianists that have left a legacy of piano studies based on scientific premises, thus weakening the myth of innatism, such as Antonio Sá Pereira (1888-1966), José Alberto Kaplan (1935-2009), and Scheilla Glaser (undated). It is a review of literature which emphasizes the importance of the shift and, consequently, of the real achievements in the path of piano performance.

Keywords

• piano studies
• qualitative practice
• critical reflection
• science
• shift