Improvisação como ferramenta para promover autonomia no ensino de baixo elétrico : um estudo na Universidade Federal da Paraíba.

Abstract

This thesis investigates the importance of improvisation as a tool to promote autonomy in electric bass teaching. The research, conducted with professors and students from the music degree program at UFPB, analyzes pedagogical practices, perceptions of improvisation, and the challenges faced by students. The study reveals that improvisation is recognized by professors and students as a fundamental element for the development of musical autonomy, stimulating creativity, independent thinking, and autonomous musical decision-making. The research demonstrates that promoting autonomy is a central objective in improvisation teaching, allowing students to develop their own musical voice, explore new sounds and techniques, and make independent musical decisions. The study identifies challenges faced by students, such as lack of confidence, difficulty thinking in real time, and the need for practice and theoretical knowledge, but highlights that these obstacles can be overcome with structured and supportive teaching. The research proposes four improvisation teaching strategies: Cultivating Confidence and Personal Expression, Integrating Repertoire and Creativity, Promoting Creativity Through Freedom and Exploration, and Collaborative and Horizontal Learning. The study's conclusions point to the need to expand the study of improvisation in the context of formal music education, recognizing its importance for the training of more musically prepared, motivated, expressive, and market-ready students. The research highlights the importance of improvisation as a tool to promote autonomy in electric bass teaching, contributing to the training of more creative, expressive, and independent musicians.