Musical Narratives of Accordion Teachers: Insecurities and Formative Challenges

Abstract

Based on the results of a master's dissertation that sought to understand the training and practice of accordion teachers, highlighting the constitutive characteristics of the profession amidst the cultural clashes of popular and academic contexts, this article is an extract of this study to present and reflect on the main challenges and insecurities that arise during the formative years and teaching practices of accordion teachers. The methodology that supports the objectives of this research is aligned with biographical and (auto)biographical research methods. The narratives were produced from semi-structured interviews and the analysis of the interview data was based on the concept of "Reference Recall" (JOSSO, 2004). To this effect, according to the results, challenges involving teacher training, work methodologies and relationships with student expectations arise from the various training and practice contexts. In addition, the narratives regarding training and practice challenges and the way teachers overcome them demonstrate a reflective potential for teacher learning, considering that some challenges can be recurrent in the practices of teachers of musical instruments who teach private lessons.

Keywords

• Ensino particular de música. Narrativas (auto)biográficas. Cotidiano e educação musical. Entrevista semiestruturada. Recordação-referência.