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O conservatório de música : actores, organização e políticas
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Orientador(es)
Resumo(s)
A questão central do presente trabalho reside na compreensão das características
da profissionalidade dos docentes de música que contribuem para a configuração
identitária do conservatório e os modos como estas são influenciadas pela organização e
pelo contexto em que os actores se inserem. Quais as formas de construção das
identidades? Quais as actividades exercidas e valorizadas no contexto da actividade
docente e de músico e as racionalidades em presença? Como é que as identidades
perspectivam o conservatório enquanto espaço de formação e de organização? Quais as
influências e tensões que a percepção das políticas educativas e culturais exercem no
contexto da profissionalidade, da organização e da mudança?
As relações circulares entre formação recebida - formação ministrada, acção -
estrutura, políticas educativas - políticas culturais, em confronto com as transformações
nos domínios do pensar a educação e a formação, as apetências diferenciadas dos
públicos, a diluição de fronteiras entre “cultura cultivada” e “cultura popular”, vieram
contribuir para a necessidade de transformar as rotinas defensivas existentes em círculos
virtuosos potenciadores de novas singularidades e dinâmicas.
Os diferentes modos como os docentes se dizem professores e exercem a sua
actividade contribuem para a complexidade do conservatório enquanto instituição de
formação e organização. A assunção da escola como construção social e organização
compósita, resultante de um processo dialéctico entre o passado e o presente, acções e
estruturas, onde interagem e se intersectam estratégias, tensões, circularidades,
encontra-se na conceptualização do conservatório como organização profissional e
como organização em rede, onde coexistem significações e mundos diferenciados que
dão origem a lógicas de acção e de funcionamento organizacional plurais.
A construção de uma ordem local resulta do compromisso entre os actores, os
modos como incorporam as mudanças e projectam o futuro, as comunidades artísticas a
que pertencem e o contexto político, social e cultural em que se inserem. É nesta relação
interactiva, muitas vezes conflitual, que a profissão, a organização e as políticas se
cruzam na construção de sentidos e de novos pólos de significação, identificação e
acção.
La question centrale de ce travail réside dans la compréhension des caractéristiques de la professionalité des enseignants de musique qui contribuent pour la configuration identitaire du conservatoire et les modes commmes celles-ci sont influencées par l’organisation et par le contexte où les acteurs s’insèrent. Quelles sont les formes de construction des identités? Quelles sont les activités exercées et valorisées dans le contexte de l’activité d ’enseignant et de musicien et les rationalités en presence? Comment les identités perspectivent-elles le conservatoire en tant qu’espace de formation et d’organisation? Quelles sont les influences et les tensions que la perception des politiques éducatives et culturelles exercent dans le contexte de la profissionalité, de l’organisation et du changement? Les relations circulaires entre formation reçue - formation ministrée, action - structure, politiques éducatives — politiques culturelles, en confrontation avec les transformations dans les domaines du penser l’éducation et la formation, les appétences différentiées des publics, la dilution des frontières entre «culture cultivée» et «culture populaire», ont contribué pour le besoin de transformer les routines défensives existantes en des cercles virtueux potentiels de nouvelles singularités et dinamiques. Les différentes façons comme les enseignants se disent professeurs et exercent leur activité contribuent pour la complexité du conservatoire en tant qu’institution de formation et organisation. L’assomption de l’école comme construction sociale et organisation composite, résultant d ’un procès dialectique entre le passé et le présent, actions et structures, où interagissent et où il y a une intersection des stratégies, des tensions, des circularités, se trouve dans la conceptualisation du conservatoire comme organisation professionnele et comme organisation en réseau, où coexistent des significations et des mondesdifférentiels qui donnent origine à des logiques d’action et de fonctionnement organisational pluriels. La construction d ’un ordre local résulte du compromis entre les acteurs, les modes comme ils incorporent les changements et projectent le futur, les communautés artistiques auxquelles ils appartiennent et le contexte politique, social et culturel où ils s’insèrent. C ’est dans cette relation interactive, souvent conflictuelle, que la profession, l’organisation et les politiques se croisent dans la construction de sens et de noveuax pôles de signification, identification et action.
The central issue of the present study lies in the understanding of the professional characteristics of music teachers that contribute to the configuration of identity of the conservatory as well as the ways these are influenced by both the organization and the context in which these actors move. How are identities built? What activities are exercised and valorized in the contexts of both teacher and musician, and what rationalities are there present? How is the conservatory focused as a space of formation and organization by these identities? What are the influences and tensions on the professional, organizational and dynamical contexts that derive from the perception of cultural and educational policies? The circular relations between received and taught formation, action and structure, educational and cultural policies, confronted with the changes in the domains of the educational sciences, diversity of public interest, and the erasing of the borders between cultivated and popular culture contributed to the necessity of transforming the preestablished defensive routines into virtuous circles potentiating the new singularities and dynamics. The different ways in which teachers view themselves as such and exercise their activity also contribute to the complexity of the conservatory as an institution directed at both formation and organization. The acknowledgement of schools as social constructions and composite organizations resulting from dialectic processes between past and present, action and structure - and as a place where strategies, tensions and circularities interact and intersect - converges with the conceptualization of the conservatory as a professional and network organization, where differentiated worlds and meanings coexist and give birth to plural action-oriented and functional logics. The configuration of a local order results from a compromise between the actors themselves, the ways they incorporate changes and project the future, the artistic community to which they belong and the political, social and cultural context in which they are inscribed. It is through this interactive and sometimes conflictual relation that the profession itself, the organization and the policies intersect in the construction of meaning and new poles of signification, identification and action.
La question centrale de ce travail réside dans la compréhension des caractéristiques de la professionalité des enseignants de musique qui contribuent pour la configuration identitaire du conservatoire et les modes commmes celles-ci sont influencées par l’organisation et par le contexte où les acteurs s’insèrent. Quelles sont les formes de construction des identités? Quelles sont les activités exercées et valorisées dans le contexte de l’activité d ’enseignant et de musicien et les rationalités en presence? Comment les identités perspectivent-elles le conservatoire en tant qu’espace de formation et d’organisation? Quelles sont les influences et les tensions que la perception des politiques éducatives et culturelles exercent dans le contexte de la profissionalité, de l’organisation et du changement? Les relations circulaires entre formation reçue - formation ministrée, action - structure, politiques éducatives — politiques culturelles, en confrontation avec les transformations dans les domaines du penser l’éducation et la formation, les appétences différentiées des publics, la dilution des frontières entre «culture cultivée» et «culture populaire», ont contribué pour le besoin de transformer les routines défensives existantes en des cercles virtueux potentiels de nouvelles singularités et dinamiques. Les différentes façons comme les enseignants se disent professeurs et exercent leur activité contribuent pour la complexité du conservatoire en tant qu’institution de formation et organisation. L’assomption de l’école comme construction sociale et organisation composite, résultant d ’un procès dialectique entre le passé et le présent, actions et structures, où interagissent et où il y a une intersection des stratégies, des tensions, des circularités, se trouve dans la conceptualisation du conservatoire comme organisation professionnele et comme organisation en réseau, où coexistent des significations et des mondesdifférentiels qui donnent origine à des logiques d’action et de fonctionnement organisational pluriels. La construction d ’un ordre local résulte du compromis entre les acteurs, les modes comme ils incorporent les changements et projectent le futur, les communautés artistiques auxquelles ils appartiennent et le contexte politique, social et culturel où ils s’insèrent. C ’est dans cette relation interactive, souvent conflictuelle, que la profession, l’organisation et les politiques se croisent dans la construction de sens et de noveuax pôles de signification, identification et action.
The central issue of the present study lies in the understanding of the professional characteristics of music teachers that contribute to the configuration of identity of the conservatory as well as the ways these are influenced by both the organization and the context in which these actors move. How are identities built? What activities are exercised and valorized in the contexts of both teacher and musician, and what rationalities are there present? How is the conservatory focused as a space of formation and organization by these identities? What are the influences and tensions on the professional, organizational and dynamical contexts that derive from the perception of cultural and educational policies? The circular relations between received and taught formation, action and structure, educational and cultural policies, confronted with the changes in the domains of the educational sciences, diversity of public interest, and the erasing of the borders between cultivated and popular culture contributed to the necessity of transforming the preestablished defensive routines into virtuous circles potentiating the new singularities and dynamics. The different ways in which teachers view themselves as such and exercise their activity also contribute to the complexity of the conservatory as an institution directed at both formation and organization. The acknowledgement of schools as social constructions and composite organizations resulting from dialectic processes between past and present, action and structure - and as a place where strategies, tensions and circularities interact and intersect - converges with the conceptualization of the conservatory as a professional and network organization, where differentiated worlds and meanings coexist and give birth to plural action-oriented and functional logics. The configuration of a local order results from a compromise between the actors themselves, the ways they incorporate changes and project the future, the artistic community to which they belong and the political, social and cultural context in which they are inscribed. It is through this interactive and sometimes conflictual relation that the profession itself, the organization and the policies intersect in the construction of meaning and new poles of signification, identification and action.
Descrição
Tese de mestrado em Ciências da Educação (Administração Educacional), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2000
Palavras-chave
Teses de mestrado - 2000 Educação musical Educação artística Ensino da música Conservatórios de música