Inserção profissional de egressos dos cursos técnicos dos conservatórios estaduais de música de Minas Gerais: inter-relações da formação e do trabalho/emprego

Abstract

This dissertation aims to comprehend, discuss and analyze how musicians, who are alumni from the technical programs of the State music conservatories of Minas Gerais state, building interrelations among the lifelong education and formation, with their work/employment, in their pathway of music professional placement. The research project focused on the following specific goals: to understand the spheres of the professional placement (preparation, transition, and professional integration), according to the stage of the path in which the musician is; to identify elements that are part of the musicians’ professional insertion trajectory; to check out how the musicians build their professional career path, to understand how musicians recognize each stage of their trajectory professional placement; and to examine who musicians complement their background by articulating other practices to those reached in the conservatories programs. The work is based on a qualitative research approach carried out in two different stages: 1) questionnaires applied among former students in general; 2) interviews with a smaller group selected among those who had different profiles and career paths. The construction of the professional pathways placement of the interviewees showed that there is a reciprocal causality of the interrelationships between education and lifelong learning with their work/employment. The nonlinearity among these spaces is the main reason that causes it. The pathways of the former students have very specific peculiarities of handicrafts such as music, whose education is an option and not a determining agent to work on that. There have been analyzed the roles of various types of training, from the conservatory and higher education to private lessons, training through events promoted by the field of music, different musical groups and learning through work experience. The outcomes show that the former students work mainly on three dimensions: 1) performance, composition, and arranging activities. 2) educational praxis through music teaching activities in various contexts such as elementary and high schools, public and private centers of arts, and specialized schools of music. 3) Organization of, through event production, project management, and proposal and conduction of cultural projects. Social traits define the pathways of former students and change their professional projects and goals. It happens owing to four main aspects: familiar and social acceptance of their professional choices; the influence of social demographic factors; place and context influences; people influences; the role of the estate and its employers' agents; the relation between professional and their area of work.