A formação de professores de música para a educação básica na região Centro-Oeste
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Data
2015-09-14
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Universidade Federal de Goiás
Resumo
This paper discusses the education of music teachers who work with Elementary
Education and have attended to undergraduate courses of Universities from
Middle-west Region of Brazil. The goal was to acquaint the formative project of
such courses, particularly: training conception and action proposed in the political
pedagogical projects (PPP) of each course, identifying possible similarities and
distinctness they might present. To achieve such goal, there is a discussion on
curriculum documents – curriculum matrix and political pedagogical projects
(PPP) – of the Music Education Courses of the Federal University of Goiás (UFG),
Federal University of Mato Grosso do Sul (UFMS), Federal University of Mato
Grosso (UFMT) and University of Brasília (UnB).The discussion was through
the study of National policies for teacher training (implemented in the National
Curriculum Guidelines for undergraduate courses in Music and for the training of
teachers for Basic Education) and its contextualization in teachers training courses
in the Middle-west Region (as a development of this legislation in the PPPs of
the Undergraduate programs in Music from the Universities of the region). The
methodology included bibliographical review, documental research and interviews.
The discussions proposed in this research considered as reference the works of
authors who research teachers’ education such as Freitas (2002) and Brzezinski
(1996a, 1996b, 1996c, 1999 and 2008). In the curriculum field works by Moreira
(2003, 2009) and Apple (1994a, 1994b, 2006) were used as reference. In the
education politics and legislation Works by Cury (2002, 2009), Catani, Oliveira
and Dourado (2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi
(2000), Silva Júnior (2002), Silva Júnior and Sguissardi (2001, 2005) were
considered. In the music education and the education of the music teacher works
by Penna (2007, 2010) and Pereira (2012, 2013) were adopted. Among the most
significant similarities verified throughout this research, the promptness of the
Superior Education Institutions (IES) on accepting totally or partially the statements
of the National Curriculum Guidelines for Undergraduate courses in music and
for the teaching training programs for Music Education. Also important to mention
the emphasis given to musical practice in its different ways of expression in the curriculum. The differences found are punctual and they might be attribute to the
specific characteristics and/or problems of each IES.
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Citação
CAMPOS, G. M. C. A formação de professores de música para a educação básica na região Centro-Oeste. 2015. 186 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2015.