ACTIVE METHODOLOGIES AND TEACHER TRAINING IN RELIGIOUS COMMUNITY MUSIC EDUCATION: A SECTION OF THE INTERVENTION IN THE “TECLAS OVELHINHAS” PROJECT

Abstract

This article analyzes the contribution of a 16-hour training intervention involving 25 teacher-collaborators from the Teclas Ovelhinhas Project to the improvement of pedagogical practices in keyboard teaching within a community and faith-based context in the Ribeirão Preto region, Brazil. The study is a section of mixed-method action research. Data included pedagogical monitoring checklists collected at two moments during the subsequent implementation of Active Methodologies, a post-training questionnaire with closed and open-ended questions, and systematic observation. Quantitative data were analyzed using descriptive statistics and the paired Wilcoxon test, while open-ended responses underwent categorical content analysis. The strongest descriptive gains occurred in creativity and autonomy (72% to 96%), lesson planning (72% to 92%), appropriate use of materials (76% to 96%), and achievement of intervention objectives (76% to 100%). The mean number of fully achieved indicators increased from 8.04 to 9.32, with a significant Wilcoxon result (W = 5.00; p = 0.039). Qualitative findings indicated revision and deepening of musical knowledge, pedagogical development, and expansion of participatory strategies, while also revealing persistent difficulties and the risk of returning to demonstrative practices. The findings support an interpretation of pedagogical resignification rather than a simple replacement of previous practices.