This article presents the results of a qualitative study that explored how freedom in music can stimulate creative development in students. A series of musical and pedagogical activities, called Creative Freedom, which involved favourable conditions for autonomy and creative agency, was developed. This study was conducted between 2013 and 2018 in two different universities and involved a total of 72 musical volunteers. The data analysis methodology chosen for this study was grounded theory, with the aim of understanding the social and individual meanings present during the empirical research. The findings showed empirical evidence that freedom can enable creative development through the minimization of dysfunctional beliefs and the promotion of a more positive self-concept, allowing students to glimpse musical abilities that they had not previously noticed.

本文介绍了定性研究的结果，该研究探讨了音乐自由如何刺激学生的创造力发展。开展了一系列的音乐和教学活动，称为创造性自由，涉及到自治和创造性代理的有利条件。这项研究于2013年至2018年期间在两所不同的大学进行，共有72名音乐志愿者参与。本研究选择的数据分析方法是扎根理论，目的是了解实证研究过程中存在的社会和个人含义。研究结果表明，经验证据表明，自由可以通过最大限度地减少功能障碍的信念和促进更积极的自我概念来促进创造性发展，