O pianista colaborador como técnico-administrativo em educação: um estudo com profissionais de cinco universidades do nordeste fundamentado na psicodinâmica do trabalho

Abstract

Piano collaboration has increasingly established itself as a viable field of professional activity, and interest in studying its particularities has likewise grown among performers and music researchers. In this context, this study investigates the work of collaborative pianists affiliated with five Federal Universities in Northeastern Brazil, focusing specifically on those who perform this role as Técnico-Administrativo em Educação staff members (a specific position within the federal workforce of the educational field). To this end, Psychodynamics of Work provided the theoretical framework necessary for understanding the objective and subjective dynamics inherent to collaborative piano practice, drawing on the contributions of Christophe Dejours. The methodological approach adopted was qualitative in nature, implemented through semi-structured interviews supported by concepts derived from Laurence Bardin’s Content Analysis. The findings reveal that failures in work organization, precarious working conditions and materials, and the perceived hierarchy in relationships with faculty members constitute factors that trigger physical and psychological suffering and illness associated with the interviewees’ work context. On the other hand, factors such as financial stability, a sense of artistic self-fulfillment fostered by numerous performance opportunities, and participation in students’ artistic and musical development were identified as sources of pleasure and well-being. In this regard, implementing measures that help reduce the harmful effects caused by work may benefit not only the professionals examined in this study but also all those who rely on collaborative piano work within the university setting.