Trajetórias formativas musicais de atores da cena teatral do Cariri cearense: diálogos entre educação musical e prática cênica

Abstract

This study investigates the musical formative trajectories of actors from the theatrical scene of the Cariri region, in the state of Ceará, Brazil, seeking to understand how musicality manifests itself in stage practice and contributes to the construction of theatrical performance. The research adopts a qualitative approach and uses the case study as its methodological procedure, allowing the analysis of the formative experiences of actors active in the region. The study considers both formal and informal musical learning processes, highlighting how elements such as rhythm, listening, voice, and sound perception influence the performers’ expressiveness and stage presence. The analysis indicates that musicality plays a significant role in the organization of scenic time, in character construction, and in the collective dynamics of theatrical performance. Furthermore, the study establishes dialogues between music education and theatrical practice, emphasizing the contributions of these experiences to artistic and pedagogical training. In this sense, the research also relates to educational perspectives present in Brazilian educational guidelines, particularly regarding the integration of different artistic languages in Arts education, as proposed by the Base Nacional Comum Curricular. It is concluded that the musical trajectories of the investigated actors constitute important references for pedagogical practices that value interdisciplinarity between music and theater, contributing to the development of aesthetic sensitivity, creativity, and artistic expression in educational contexts.