Musical education. teacher education. heteregeneous classes. interdisciplinarity.

Abstract

This research aims to discuss, reflect and understand the pedagogical practices in a heterogeneous Musical Class at the Tom Jobim Center of Musical Studies, Sao Paulo – Brazil. The students have been classified into 3 categories: musically talented students; students who go to school to learn music; and those students with have difficulties to learn music. In order to know the center the law that established the creation of the center was analyzed, highlighting 3 periods from 1994 to 2003 as each of the periods demanded changes in teachers’ practices. The study is based on teachers’ life history descriptions in which they point out the daily practices used to face the challenges in teaching heterogeneous classes and the different pedagogical proposals imposed by the different pedagogical management teams and by the contributions from Musical Education (KOELLREUTTER, 1990) and Interdisciplinarity (FAZENDA, 2002). The analyses point out advantages in having heterogeneous classes and joint musical projects in which each student contributes with his/her resources and possibilities, which takes them beyond musical education and preparing them to develop sensibility in terms of music and culture.