Tecer a vida com música: narrativas de adultos acerca de sua formação ao longo da vida

Abstract

The presented dissertation has as its theme the study of music in adult life. To this end, references were taken from Gadotti (2016), Ireland (2019) and Kallen (1996) on education and lifelong learning, as well as reports published by UNESCO, OECD and the European Council. However, based on the concept of biographical learning by Alheit and Dausien (2006), the concept of lifelong learning began to operate. The research was developed through the (auto)biographical narrative of five people aged between 50 and 65 years, seeking to understand, through (auto)biographical narratives, how the experience with music becomes biographical learning in the formation of adults throughout of life. Along the theoretical basis of this research, Bowman (2020) weaves the importance of an education through music that allows people to live their lives more fully, since for the author music is an instrument that allows the ethical discernment, related to how the person wants to place himself in this world and in which world he would like to live and prosper. In this way, it is understood that music contributes to the construction of the individual's mode of presence in the social world, as addressed by Delory-Momberger (2016). The analyzes carried out based on the interviews were organized into six thematic analysis units - Getting to know music; Take on the music for yourself; Wellness with music; With music, in the world and with the world; Music as a conductor of management and organization; and Various repertoires. Through them, it was concluded that experiences with music in adult life constitute a remarkable biographical learning experience, contributing to a more human formation and to a more conscious relationship with oneself and the world in which they live.