THE THERAPEUTIC POWER OF MUSIC IN TEACHING WORK: MUSIC THERAPY WITH A MUSIC-CENTERED ORIENTATION, ANALYTICAL PSYCHOLOGY AND SHARED MUSICAL LEARNING REVEALING POSSIBILITIES FOR WELCOMING LISTENING

Abstract

This work aimed to conduct a reflection on the therapeutic dimension of teaching work, especially on the contributions of Music-Centered Music Therapy and Analytical Psychology to the development of sensitive pedagogical postures, from which students could advance in their processes of self-discovery to strengthen the Self, here understood as self-image, or "sound self". We articulated postulates of Shared Musical Learning (Matos, 2024) to develop a dialogue between authors who address Music-Centered Orientation, in Music Therapy, (Brandalise, 2021) and (Queiróz, 2019) and Analytical Psychology (Jung 2022 and 2023). Through exploratory research with a qualitative approach (Gil, 2009), we gathered impressions and memories of training experiences and developed a reflection that allowed us to link dimensions of Music-Centered Music Therapy, Analytical Psychology, and Shared Musical Learning, seeking a Welcoming Listening approach, through which subjects developed the confidence to express their sonic potential in an environment of experiences, sharing, and encounters. The work highlighted the importance of developing creativity and the need to enhance ethical sense in peer relationships, in line with the social relevance of the work of sonic-musical self-discovery. These aspects were perceived by the research participants and highlighted the relevance of a humanistic perspective, in which music leads to learning experiences and psychological strengthening for subjects in musical training settings.

DOI: https://doi.org/10.56238/sevened2025.030-058