Formação de pesquisadores (as) em música nos cursos de doutorado do PPGM/UFPB e do PPGMUS/UFBA: diretrizes, perspectivas e experiências formativas

Abstract

This study focuses on the training of researchers in doctoral music programs, considering the nuances of Brazil’s stricto sensu postgraduate education context. The main objective of this thesis was to understand how the training of researchers has been taking place in the doctoral programs in music at PPGM/UFPB and PPGMUS/UFBA, based on the perspectives of doctoral students, the guidelines and propositions of the programs, and the field’s dialogue with broader national documents that guide postgraduate education. The theoretical framework draws primarily on Bourdieu (2004), with his concept of the scientific field, and Mills (2009), with the notion of intellectual craftsmanship—both of whom contributed significantly to critical reflections on the phenomenon of researcher training in music. A qualitative methodological approach was adopted, employing semi-structured interviews and document analysis as data collection instruments. For data analysis, the study was guided by content analysis (Bardin, 1977; Bauer, 2015), using thematic categories, analytical units, and document analysis procedures. The participants of the study were five doctoral students—three from the Graduate Program in Music at the Federal University of Paraíba (PPGM/UFPB), and two from the Graduate Program in Music at the Federal University of Bahia (PPGMUS/UFBA). The findings suggest that the students’ narratives often appeared disconnected from the institutional documents, especially regarding the practical realities of their educational experiences. Nonetheless, some convergence was observed, particularly in relation to the students’ critical and reflective capacities. Another relevant aspect identified was the perception of research and of being a researcher in music, encompassing a clearer understanding of what constitutes research, the creative process, the link between musical listening and research practice, and the sociocultural context in which the researcher is embedded. Additionally, the study highlighted key training strategies, personal and health-related challenges encountered by the students, and their perceptions of technology and innovation, all of which underscore the broader contributions of scientific research in music to society.