Habitus e campo violonístico nas instituições de ensino superior do Ceará

• Ano de defesa: 2012
• Autor(a) principal: Souza, Eddy Lincolln Freitas de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Curso de Música; Música - Ensino Superior- Fortaleza (CE); Conservatório de Música Alberto Nepomuceno - Fortaleza (CE); Ensino de violão nas universidades - Fortaleza (CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/7506

This dissertation analyzes the constitution of the guitar field in Higher Educational Institutions of Ceará – HEI and the habitus of professors who work in those spaces. Pierre Bourdieu’s praxeology composes the main theoretical support of the research. Based on the categories of habitus, field and capitals, one develops an analysis that discusses the agents’ path until they reach the faculty post in universities, which initiated a specific field in such spaces of construction and legitimation of knowledge. Under this perspective, semi-structured interviews were carried out among professors from the HEI of Ceará, which suited as an important tool for data collection. The inquiries to the documentary sources provided another important contribution to the analysis and interpretation of the facts. To unveil the object in a contextualized and relational way, one developed a brief historical retrospect involving the guitar. Such retrospect deals with how the instrument was used, from the non-school spaces until it reaches Brazilian universities. From a reality within the national scope, one moves to the local context. Before the teaching of guitar arrived at universities in Ceará, professional guitarists already worked at radio stations. Later on, the Alberto Nepomuceno Music Conservatory played an important educational role, that time with the agents who are analyzed herein. The inclusion of guitar teaching into universities (UFC and UECE) enabled the agents to get hold of an institutionalized capital, which was accumulated together with others already acquired through a series of incorporated arrangements (habitus) since their family daily life. The presence of an individual in a school or university reminds the idea of curriculum and training, and in that sense, one finds out that the habitus is a category that explains choices, pathways, tastes, objectives and intimacy with what is taught in a school context. In the agents’ path, the accumulation of cultural and social capital was fundamental so that they could reach the faculty posts in HEI of Ceará. The categories of habitus, field and capitals are thereby intertwined. That is how they are articulated in the history of the agents who unveil the object of this research.