Piano Pedagogy in Portugal: a discursive analysis from the perspective of Higher Education teachers

This research focuses on the collection of oral/written documents related to piano in the context of higher educationinstitutions in Portugal, with the aim of analysing contexts, trends, and contemporary practices connected with piano pedagogy.The findings are based on interviews conducted with 14 teachers who currently teach or have taught at institutions such as theUniversities of Aveiro, Braga, and Évora, and the Polytechnic Institutes of Porto, Castelo Branco, and Lisbon. Content analysisfollowed Bardin's model (2016), enabling the identification of patterns and paradigm shifts in teaching/performance practicesover time. Recurring topics include curricular plans, pedagogical practices, democratisation of piano education, socialrecognition of piano teachers, the role of the ‘stage’, and the integration of scientific research into professional’s daily lives. Theresults facilitated the construction of interinstitutional and intercontinental dialogues on piano education, providing a robuststructural framework on procedures, ideologies, and practices in the Portuguese context.