Formación de violinistas profesionales dentro de proyectos sociales : un análisis comparativo entre las experiencias formativas de cuatro violinistas profesionales dentro de El Sistema

• Ano de defesa: 2024
• Autor(a) principal: Urbina Cubillan, Ronner Jose
• Orientador(a): Gerling, Cristina Maria Pavan Capparelli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: spa
• Palavras-chave em Português: Violino; Projetos sociais; Música
• Palavras-chave em Inglês: Violin training; Social projects; Formative experience
• Palavras-chave em Espanhol: El Sistema; Formación violinística; Proyectos sociales; Experiencia formativa; Violin
• Link de acesso: http://hdl.handle.net/10183/274084

The training of professionally competent violinists within social projects, such as the Venezuelan El Sistema, constitutes a scarcely explored area in academic literature. Following an exhaustive review, it is noted that some authors have pointed out a lack of studies addressing firsthand the participants' experiences in this context, as well as investigations that analyze the formative trajectory beyond the núcleo. This research aims to describe and analyze the factors that influenced the violinistic training of four former members of El Sistema, who are currently performing professionally in orchestras and chamber ensembles worldwide. Adopting a qualitative approach and employing the collective case study as a strategy, the participant group was selected, initially comprised of three participants. Later, the subsequent inclusion of the author as the fourth participant was grounded in their formative trajectory within the project and the potential influence of that experience on the interpretation, analysis, and presentation of the results. Subsequently, the Interpretative Phenomenological Analysis (IPA) was applied using the Quirkos software to analyze the results, ultimately generating a list of main thematic axes derived from the interviews. This analysis provided a comprehensive view of the participants' violinistic training, both within and beyond the núcleo. The results highlighted common fundamental elements in the violinistic training of the participants, aspiring to serve as a reference for other formative experiences. Simultaneously, they prompt an argument about the multifaceted and dynamic nature of this formative process, adapting to the needs, realities, and availability of teachers in each region.