Abstract:

The incorporation of network formats in music education practices is assuming growing importance in the discipline debate. The promotion of synergies and collaborative educational practices is seen as being significant in a conception of music education that goes beyond the classroom and that highlights the musical and cultural contributions of the local social environment. It understands music education as a privileged context of a confluence of two fundamental and complementary dimensions of the holistic development of the human being, which are the rights to education and access to the transversal contribution of the artistic and cultural sectors. It presents itself as learning experiences that articulates these two different worlds, interconnecting processes of lifelong participation and learning. This view is also fundamental in educational processes that promote access to music education and inclusive and participatory music-making practices. Furthermore, in times of uncertainty, it is increasingly relevant to summon schools and communities to interaction, dialogue and sharing, as the promotion of interdependencies between these two worlds tends to foster encounter and to value the direct interaction between the people, in a knowledge made from the domain of different universes - educational, musical and cultural.

In music education, the promotion of bridges between these two worlds constitutes a time and a space to enhance these different dimensions of learning, connecting them to artistic forms of knowledge. For teachers, and particularly for future teachers, working alongside experienced music makers from local communities allows us to build and broaden horizons of formative, creative and relational possibilities. Those new horizons are enhancers of understanding, meaningful musical connections and shared meanings.

These issues are addressed in this text through the reflection on the implementation of a regional project. The project promoted active experiences of local participatory music-making traditions, involving music makers, communities, schools and a teacher education institution. The objective is to characterize the project implementation, sharing the activities and strategies used to support the growth of students, teachers and communities through creative music learning and teaching experiences. It provides insights into the contribution of a regional participatory music education system that connects the worlds of school, local participatory music-making traditions, and teacher training.

Keywords:

Community, local traditions, music education, participatory music-making, school, teacher training.