Ensino de piano em grupo no polo de piano do PRIMA

Abstract

This study investigates the practice of Group Piano Teaching in a context of social inclusion, focusing on PRIMA — a public program in Paraíba aimed at children and adolescents in situations of vulnerability. The aim is to discuss how group-piano teaching (GPT) has been developed at the PRIMA. The research is grounded in cooperative learning theories and also critically examines socio-orchestral projects inspired by El Sistema. It is a qualitative case study, with data collected between 2024 and 2025 through classroom observations, interviews with teachers, and focus groups with students. Data analysis was conducted through source triangulation and content analysis. The study revealed that group piano teaching at the PRIMA center emerges as a flexible, inclusive, and responsive pedagogical practice, promoting integration between theory and practice, valuing student creativity, and encouraging learner agency. The findings indicate that this model, when effectively mediated, enhances both the technical and human development of students, strengthening their autonomy, self-esteem, and sense of belonging in the musical learning process.