This work presents the "Musical Adaptation Guide for Horn Teachers in Training," a manual
of adaptations of regional music for beginners. This educational product emerged as a proposal
to address the challenges in music education, especially in the context of horn teaching, where
there is a significant presence of teaching materials and repertoires of European origin. These
materials, often from other countries and unfamiliar to students and their communities, do not
take into account their cultural and regional specificities. This practice needs to be discussed in
the training of horn teachers to promote the development of new approaches by them. The
scarcity of resources that integrate local culture limits students' access to a potentially
representative and meaningful music education. Developed within the Graduate Program in
Creativity and Innovation in Higher Education Methodologies (PPGCIMES) at the Federal
University of Pará (UFPA), with an emphasis on Methodological Innovations in Higher
Education (INOVAMES), the resulting product aims to address these shortcomings,
particularly the lack of adaptations of regional music from the Brazilian Amazon for beginners.
The methodology involved a bibliographic research on the challenges and perspectives in horn
teaching in Brazil, the literature used for teaching, and the influence of musical heritage on horn
learning. It is based on Ausubel's (2003) theories of meaningful learning and Quijano's (2015)
decolonial approach, as well as the analysis of idiomatic elements present in works written by
horn players, as discussed by Matosinhos (2021). Additionally, an analysis of Pedagogical
Course Projects (PPCs) from the Federal University of Pará (UFPA), the State Institute Carlos
Gomes (IECG), and the State University of Pará (UEPA) was conducted. Subsequently, the
educational product was developed and implemented, along with interviews with teachers and
students to validate the proposed musical adaptations. The results highlight the potential of the
developed educational product to equip both trainee and practicing teachers, providing a
practical and accessible tool for teacher training and a music education that incorporates local
culture. Furthermore, it is evident that the developed material serves as a resource for teachers
in training, assisting them in integrating local cultural elements into their teaching, thus
promoting a more contextualized and meaningful music education.
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