Music teacher education through distance learning in Brazil

a state of knowledge of scientific production

Abstract

Music teacher education in distance learning has become increasingly consolidated within Brazilian higher education, driven by the expansion of Distance Education and the intensive use of digital technologies. This study analyzes scientific production on Music Teacher Education in Distance Education, aiming to identify research themes, trends, and gaps. It is a qualitative study based on a State of Knowledge approach, conducted in CAPES databases, selecting theses, dissertations, and journal articles published between 2016 and 2026, totaling 24 analyzed works. Results indicate a predominance of studies focused on teaching practice, curricular organization, and the use of Information and Communication Digital Technologies (ICT). The production shows institutional and regional concentration. ICT emerges as a structuring element of distance music education, influencing pedagogical practices, assessment, and teaching mediation. However, gaps are identified regarding student learning processes, synchronous technologies, methodologies for musical performance, and the integration of mobile devices. The study concludes that Music Education in distance learning is a consolidating field, still marked by theoretical and methodological challenges and the need for expanded research on formative processes.