Abstract
This master's thesis is an analysis and a detailed account of the relationships between music education systems, my subjectivity, and my health, aiming to outline archetypes and new questions, which allow building a discourse about healthy music pedagogy from my life experiences perspective. In its development, the autoethnographic method and the life story interact through a "musical autobiography" that allows me to preponderate the categories Canon, Auto pedagogy, and Eros, as a result of a dissertation about the self and culture, in constant interrelation with the desire. Thus, it is concluded that the attention, recognition, and care of the singular manifestations of wanting, are erected as the primordial axis of an autonomous, consistent, plural, and inclusive pedagogy.
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