Music teachers in basic education: writings of the self, resistance and empowerment from the perspective of musicbiography

Abstract

The aim of this work is to bring out, through the self-writings of music teachers, a performative dimension of narratives with other modes of resistance and empowerment from the perspective of musicobiography. The dubious interpretations of the norms established in Article 26, paragraph 6 of Law 9.394/96 (LDB) still cause resistance from professionals who work with the subject of Art, since the law makes no mention of the specificity of the area of undergraduate courses. In this way, the law favors, albeit in a veiled way, professional arrangements being negotiated within basic education schools. The theme of the X CIPA - "Insubordination of (auto)biographical research: democracy, narratives and other ways of life" - led me to reflect on the not-so-democratic issue of music teachers being able to work in their field of art teaching in basic education. There is still a pressing need to resist when it comes to professionalization in the area of training. Empowerment happens in the resistance, in the choices that art teachers make by negotiating the power relations between the artistic modalities to be worked on in the Art subject. My argument is that this empowerment is strengthened in the confrontations, in knowing how to write about oneself as someone who shows and demonstrates, musically, how they got to this path of recognition by reaching the lived with strategies used in the negotiations of common interests and in the unique ways of empowering themselves. Self-writing is a formative device, but also an epistemopolitical bet that, with its sources and questions, elucidates a professional trajectory in the representation of the self carried out by its achievements and effects arising from the processes of musicobiography evidenced in the ways of acting and becoming agents, protagonists of their professional life stories with music.