Reflexões sobre o termo "método": um estudo a partir de revisão bibliográfica e do método para violoncelo de

This work is linked to the master's research developed at the line Education and Arts -PPGE/ UFSM and to the Fapem study group: Training, Action and Research in music education (CNPq), which seeks to investigate the cello teacher readings about methods for initiation to instrument more recurrent in southern Brazil, in work with children. This article presents a cut-out of the dissertation, proposing a reflection about the term 'method', which is traditionally used in instrumental teaching as reference to the textbook. The reflection is required in view of the multiplicity of meanings that the term acquires in the context of teaching music. Based on studies of the areas of Education and Music, and from a brief analysis of the first book for cello, with didactic purposes, prepared by Michel Corrette (1741), the different meanings of the term are discussed. From the study, the term ' method ' is used both as a way to achieve objectives, relating to the organized pedagogical actions, as well as an object impregnate with materiality, character- ized as the textbook for the teaching of the instrument. It is verified that, in its structure, the instrumental teaching methods present contents in progressive order of difficulty, proposing the musical development according to the needs of a particular social, cultural, and educational context.