Graduated in bassoon (2005) and harpsichord (2016) by the Music School of Brasilia, he participated in festivals in Brasília, Curitiba, Juiz de Fora, Rio de Janeiro, Londrina, São Paulo, Campos do Jordão e Lanciano (Italy). He was bassonist at the Brasília Philharmonic and participated as guest musician of Camerata do Brasil, Goyazes Chamber Orchestra and Claudio Santoro National Theater Symphony Orchestra (Brasília-DF).
In 2006 he was one of the regional finalists of the Prize “Furnas Geração Musical”. He has a degree (2006) and a master’s degree (2012) in Music from the University of Brasilia. His master’s work was published as a book “The Professional Education in Music in Brazil” by the publishing house Novas Edições Acadêmicas. He was a professor at the Federal Institute of Brasília and the Open University of Brazil/University of Brasilia, where he served as tutor, author and supervisor. He is a teacher of bassoon and related disciplines at the Music School of Brasilia and integrates the Ybytu Wind Quintet. He currently holds a PhD in Music Science at FCSH/NOVA with an investigation into the musical practices of bassoonists in Rio de Janeiro during the 19th century.
HOFFMANN VELLOSO DA SILVA, Rodrigo. Educação profissional em música no Brasil: O Programa de Expansão da Educação Profissional na Escola de Música de Brasília. 1. ed. Saarbrücken – Alemanha: Novas Edições Acadêmicas, 2014. 164p .
HOFFMANN, Rodrigo. Concepções de musicalidade em uma escola de educação profissional em música: um estudo com professoras de palhetas. In: XXII Congresso da Associação Nacional de Pesquisa e Pós-Graduação em Música, 2012, João Pessoa/PB. Anais do XXII Congresso da Associação nacional de Pesquisa e Pós-Graduação em Música, 2012. p. 732-739.
HOFFMANN, Rodrigo. O reconhecimento de saberes profissionais em música no Brasil. In: XI Encontro Regional Nordeste da Associação Brasileira de Educação Musical, 2012, Fortaleza/CE. Anais do XI Encontro Regional Nordeste da Associação Brasileira de Educação Musical, 2012. p. 415-421.
The research investigated teacher’s perceptions about the process of implementation of the Professional Education Expansion Program (PROEP) at the Center of Professional Education of the Music School of Brasília – CEP/EMB. PROEP was a program of financial investment that aimed at implementing some new legal provisions of the professional education reform by financing improvements in the infrastructure of schools, in education’s management and in developing teacher’s technical and educational skills, according to Law 9.394/1996, Decree 2.208/1997 and Ordinance MEC 646/1997. This study was guided by the following questions: How teachers perceived the process of PROEP CEP/EMB implementation? What were their expectations for the reform? What changes they noticed? What results were caused by such process? How they evaluate the results? Through semi-structured interviews with teachers and by analyzing school documents, the study identified that each teacher had different perspectives about PROEP’s effectiveness in the school, according to their role and their expectations during the researched period. Teachers in leadership positions saw major changes in infrastructure, and teachers in classroom perceived little pedagogical changes. Nevertheless, they attribute personal changes in their practices caused by the reflection triggered by PROEP’s implementation process.