The purpose of this work starts from the idea-strength that Art-education and Psychology can
be combined in the psychotherapeutic process of certain phenomena related to human behavior.
It has the assertive that when they are used, both do not lose their importance front to the object
of study, that is, without either being mischaracterized, subjugated or objectified in function of
the other, nor subjected to a mere functionality. The general objective of the research is to
analyze how Music Education can help in the quality of life of patients with depression and /
or anxiety. Therefore, the problem that guided the research is described as follows: how can
Music Education help in the treatment of people with Depression and / or Anxiety Disorders?
Facing this problem, it is possible to understand that the exercise of Art Education by Music
Education is not only a task of Music Educators, inside the classrooms, but it can also be of
Psychopedagogues and Psychologists, who work in the Health area and who seek to qualify in
the area of Music Education, to apply it in psychopedagogical and psychotherapeutic contexts,
through clear and defined objectives in the promotion of individual and collective health. The
study demonstrates how it is possible to apply Art-education in Psychology, in an
interdependent and dialogical process, without losing its essence, since they all prioritize the
subject in its differences. To such achievement, it uses the Phenomenological method that seeks
to understand a phenomenon and not necessarily explain it. As a type of research, this thesis is
qualitative and carried out theoretical-applied research, through Participatory Observation in
an experimentation laboratory at the Psychology and Psychopedagogy Service of the State
University of Maranhão, in São Luís-MA for two groups of patients with depression and or
anxiety disorder: one for intervention with activities in Music Education and another for
comparative testing of results. As a result, it was found that the group of patients who had
Musical Education activities in the process of psychological and psycho-pedagogical
intervention achieved 100% behavioral improvement, according to the tests and retest applied
and the opinion of the multidisciplinary monitoring team , while the group of patients who did
not have activities in Music Education achieved only 20% improvement. It concludes,
therefore, that the initial hypothesis that music education contributes to minimizing depressive
and / or anxiety disorders has been confirmed
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