A voz ao longe: limites, potencial e desafios das abordagens e estratégias do ensino de canto a distância

Abstract

Distance learning is currently assuming a relevant position, is increasingly gaining space in society, opening new paths, possibilities, and challenges. Distance learning for singing is a new teaching-learning model in the field of vocal education, generating some tensions with the face-to-face modality, which develops vocal practices individually or in small groups. This possibility of teaching and learning at a distance fosters discussions and controversies regarding how much it impacts the teaching-learning of singing, and whether the educational models and methodologies derived from its application are, in fact, consistent. Objective: to describe and analyze approaches and strategies for teaching singing at a distance from the perceptions of singing teachers about the distance learning they do. Method: The research is qualitative in nature and cross-sectional. As an instrument for data collection, semi-structured interviews were conducted with 17 singing teachers. For data analysis, Bardin's content analysis technique was used, and the chosen path was the thematic or categorical analysis. Results: The analytical categories were: Training, Transposition of the didactic model, Class organization, Approach, Difficulties, Behaviors, and Follow-up. The results show that singing teachers, when teaching in this modality, adjust their praxis to distance learning. In this sense, there is more planning of the classes and the organization of a database with various exercises and orientations about vocal practices. The approach in this modality is individualized, even in group classes, and the singer has autonomy in conducting his studies and building his sound, under the mediation of the singing teacher. It was found that network latency (delay in data output and input) is the biggest problem in online teaching, since in many cases it limits the development of classes. Conclusion: there was a reconfiguration of the singing teacher's praxis, in his acting, in his approach, propelling new reflections and practices in vocal education. The study also indicates a research agenda to be explored; a plural agenda that contemplates various themes to enable and deepen the understanding and development of the teaching and learning of singing at a distance