Educação musical escolar: uma investigação a partir das concepções e ações de três professoras de música

This paper discusses data froma researchthat investigated how Brazilianmusic teachers’ conceptions and practices of music education constitute their music teaching practices at primary schools. Taking the social phenomenology of Schutz as our theoretical framework, we carried out qualitative case studies of three music teachers workingat private schools of Porto Alegre, RS, Brazil. The results revealed some inconsistencies and contradictions underlying teachers’ conceptions and practices that block the realisation of their work as intended by them. The teachers did not seem to be aware of these inconsistencies and contradictions because, in their daily work, they have an eminently practical interest. Their main purpose is, firstly and mostly, to teach music to certain groups of students in specific contexts, and not to question the principles that ground their pedagogical practices. These results provide insights that cancontribute for rethinkingmusic teachers’ educationand educational policies