Use this URL to cite or link to this record in EThOS:
Title: Music, informal learning, and the distance education of teachers in Brazil : a self-study action research project in search of conscientization
Author: Narita, Flávia M.
ISNI:       0000 0004 5348 0925
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Access from Institution:
Paulo Freire's (1970/2005) humanizing, critical and liberating pedagogy has been the inspiration for my praxis as a music teacher-educator. Taking the form of a self-study-action-research-curriculum-development project, a module based on Lucy Green's (2008) informal music learning model was developed on a mixed-mode Distance Education programme within the Open University of Brazil/Universidade de Brasilia. The module was implemented three times, involving 20 Tutors and 73 Student Teachers, across a period of two years. It combined elements of face-to-face and distance learning and teaching, using the Internet and other educational technology, and culminated in Student Teachers' practice in school classrooms. Technology was embedded in the module and is explored here as a means of promoting interaction and enabling activities to be carried out and supervised at a distance. My choices of technologies reflected values based on collaboration, learner-centredness and the empowerment of users, aiming at promoting a dialogical and problem-posing education such as that advocated by Freire in order to achieve conscientization. In addition, my analysis sheds light on some of the ways in which the technology was shaped by its users' needs and, thus, some of the reasons why discourses of technological determinism need to be reviewed. As I investigated my praxis, I observed how my actions reflected on my Student Teachers' musical and teaching practices. From this, I developed a theoretical model, which involved interpreting their teaching as the mobilization of three domains: their practical musicianship, their use of authority, and their relationship with learners' musical worlds. This thesis suggests that a potentially 'liberating education' can be lived when music teachers mobilize those three domains whilst teaching. Although that theoretical model emerged from practices based on informal learning in music, they may also be found in other teaching practices in music, and, therefore, applied in other music teaching contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available