O processo de adaptação de uma professora de flauta doce aos desafios do ensino remoto durante a pandemia de COVID–19 em dois conservatórios de Minas Gerais

Abstract

This undergraduate paper presents the findings of a qualitative research study that investigated the adaptation process of a recorder teacher, identified as Flávia, to the challenges of remote teaching during the COVID-19 pandemic in two music conservatories in Minas Gerais, Brazil. The research, structured as a case study, employed a semistructured interview with the teacher to collect data on her professional background, teaching experience, and the adaptations made for remote teaching. Data analysis revealed that the teacher faced challenges such as students' unfamiliarity with technologies, the need to adapt pedagogical practices to the virtual environment, and the difficulties in conveying the nuances of recorder instrumental technique remotely. To overcome these challenges, Flávia adopted strategies such as conducting synchronous lessons, making the program more flexible, using visual resources, and an humanizing teaching approach, aiming to create a welcoming and understanding environment. The study highlights the importance of music as a tool for emotional support during the pandemic, observing that studying music became a form of escape for students facing social isolation and the difficulties imposedby social distancing. Flávia's experiences reveal the resilience and adaptability of music teachers in the face of a challenging scenario, underscoring the need for investments in public policies that ensure Access to technology and professional development for teachers.