Independent Music Producers and Their Learning Processes: A Study in the Context of João Pessoa (Brazil)

Abstract

This paper discusses the learning and training pathways of independent music producers working in João Pessoa, Brazil, aiming to understand how these professionals learn and to outline a formative panorama that highlights similarities and singularities across their trajectories. The study adopts a qualitative approach and is based on semi-structured interviews with four music producers active in 2025 who, throughout their artistic and formative trajectories, did not attend formal educational settings specifically focused on music production. The analysis suggests that the investigated pathways are predominantly non-linear and are organized around autonomy, self-directed learning, and practice-based, situated learning processes. Recurrent elements include: (a) ongoing experimentation in production environments (studios and home studios), where knowledge is consolidated through doing; (b) circulation within peer networks and everyday exchanges, which function as formative spaces; and (c) the frequent use of digital resources (tutorials, software, and online content), which broaden access to technical procedures and reference repertoires. Finally, the paper discusses learning as/in practice within music production and contributes to debates on plural “music educations,” especially in contexts where formal training is absent or limited, offering insights both for understanding professional practice and for reflections on technology in music education.