masterThesis
PIBID MÚSICA - UFRN: a formação de professores em articulação com os saberes docentes
Fecha
2015-05-25Registro en:
NASCIMENTO, Catarina Aracelle Porto do. PIBID MÚSICA - UFRN: a formação de professores em articulação com os saberes docentes. 2015. 150f. Dissertação (Mestrado em Música) - Universidade Federal do Rio Grande do Norte, Universidade Federal do Rio Grande do Norte, Natal, 2015.
Autor
Nascimento, Catarina Aracelle Porto do
Resumen
Music Education in Brazil has gained its place on the Brazilian educational scene, causing a
rethinking of the contemporary music educator’s initial training. Based on this understanding,
the main objective of this work is to analyze the articulation of teaching knowledge that the
music subproject PIBID / UFRN provides the participating fellows in the teacher training
process. To this end, the subsequent paths were followed: an investigation of what is the main
knowledge that constitutes the formation of the music educator; an identification of the
nature(s) (epistemological, philosophical, social, emotional, educational, etc.) of this
knowledge in music teacher training; observation of how teachers acquire knowledge in initial
music training; and the researching of the interrelationship between teaching knowledge and
the contribution of PIBID Music / UFRN in this process. The methodology used is a priority
qualitative approach through the case study method, developed in two steps. The first phase
characterized the profile identification of the scholarship students investigated, the teaching
knowledge provided throughout and the nature of the music educator’s formation process, as
well as the way(s) in which the educator acquires this knowledge in initial music training. The
second phase analyzed how the articulation of this teaching knowledge occurs, from the
perspective of PIBID. The theoretical framework that supports this research is Tardif (2013),
complemented by authors of Musical Education (Bellochio, 2003a, 2003b; Queiroz, 2014;
Del Ben, 2003) and Education (Nóvoa, 1995a, 1995b, 2009; Gauthier et al. 1998; Pimenta,
1999), among others. Data collection in the first phase occurred through semi-structured
interviews, where with content analysis (Bardin, 2011) and the theoretical framework
adopted, the teacher knowledge that guides the initial formation of the contemporary music
educator can be identified, as well as the relationship that the PIBID Music / UFRN builds
with this knowledge. The results achieved with this research allow us to present the PIBID as
a developmental tool in the education of teachers, from their growth and strengthening
throughout Brazil. The prism of the PIBID music subproject / UFRN, the PIBID is an
articulator in the construction and reconstruction of teaching knowledge in initial music
teacher training. Therefore, it is hoped that with this work, music teacher training can create
opportunities for articulation of teaching knowledge in the real context of the classroom, thus
consolidating, the space of music and the music educator in regular schools, as well as
contributing significantly to the strengthening of the PIBID Music UFRN.