Palavras-chave: Tecnologias da informação e comunicação (TIC); Aprendizagem colaborativa; Criação musical colaborativa; Educação a Distância. ABSTRACT This project aimed to evaluate how a collaborative music creation project using information and communication technologies (ICTs) may help train music teachers in the distance learning Music Teaching degree of the University of Brasília (UnB). A collaborative music creation project was developed with the students in the final semesters of the

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... se at the Anápolis support center. The theoretical foundation was based on the principles of distance education and distance music education, followed by an analysis of the Political-Pedagogical Project (PPP) of the UnB course to evaluate expectations concerning musical creation and collaboration. The discussion of collaborative learning includes interactivity, Vygotsky's sociocultural theory, Hakkarainen et al.'s learning metaphors, and the relationship between cognition and collaborative learning, in order to understand its effects on teaching. In the literature, the discussion of the use of ICTs for education focuses on social networks and videoconferencing. In relation to music education, it includes the use of music creation and its parameters and the traditional music notation. The project was developed within the framework of action research, using the software Skype as the videoconference platform, a group in the social network Facebook, and the online music notation software Noteflight. The research had three stages: first, an initial encounter with the Anápolis students, second, videoconferences via Skype to solve questions, and third, the creation of a group music piece with the support of the Facebook group and Noteflight. Data collection was based on self-administered questionnaires and data generated by each participant's activity in the Facebook group page. These data were analyzed both quantitatively and qualitatively. The results indicate the need for more music creation and collaboration assignments. In addition, the goal of these activities needs to be explicitly described to the students. The use of ICTs helped develop the collaborative project, favoring the interaction among students and offering useful tools for the music creation process. This research also revealed several possible benefits of the prospective teachers' participation in the project, such as acquiring skills to use ICTs and various sites for music education, incorporating collaboration as a teaching tool, and improving the content of the course, among others. The present study should contribute to research on music education, collaborative learning, and distance training of music teachers.