Música e formação docente: as interfaces do curso de formação em Arte-Educação – FAE
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2016-03-31
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Universidade Federal de Goiás
Resumo
This dissertation is a research on the training of teachers who worked with teaching music in
elementary education in a course named Training in Art Education - FAE, offered by the
Federal University of the South and Southeast of Pará. The research is Qualitative, a Case
Study, with data collection made in class with a group who finished the course FAE / Music,
via semi-structured interviews (PÁDUA, 2000). It was interviewed one (01) coordinator, four
(04) teachers and seventeen (17) students. The interviews recorded in audio, were fully
transcribed. Also constituted the data, FAE original documents provided by NAESSP. The
objective was to discuss the theme and the laws that regulate the teaching of music in Brazil,
based on the theoretical framework of the area. It was assumed that the music in school should
be studied, with specific content of language; and that the music teacher must have adequate
training in the Law of Guidelines and Bases, indicated by the governing national education’s
rules. The research aimed to bring contributions to the formative process of training teachers in
public and private institutions, raising the debate of its practices through discussions of music
studies at school. The analysis of the data resulted from the presentation of Excerpts resulting
from interviews conducted, followed by Partial Analyzes that led to the Final Analysis. The
profile of students formed by FAE course as well as the musical training of students, were
presented. It is argued, in concluding remarks, the unfolding of educational practice and the
results arising from realized and observed pedagogical action. It was concluded that it is
necessary to defend the practice and teaching of music in primary schools and the
democratization of this teaching. It is indicated from the results that one can not conform to the
precarious context of music education conducted by non music professionals. It is
recommended to fight and defend the regional training of music teachers, in each context, since
the demand for these professionals is very high. The history of subsequent events studied, the
FAE / PA course, resulted in a happy alternative Pará found to implement the training of their
teachers in Arts; but it is not adequate training for the practice of a music teacher. It is
understood that in places where there is no such option, the improvisations are more aggravating
and tend to repeat themselves, by necessity, in the school of Arts. We recommend the
implementation of undergraduate degrees in music teaching capable of resolving the basic
training problems. It is expected that the commitment to music education is accompanied by
responsibility to solve contextual problems, incorporating the undergraduate degrees by the
system of higher education.
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SOUSA, J. L. B. Música e formação docente: as interfaces do curso de formação em Arte-Educação – FAE. 2016. 194 f. Dissertação (Mestrado em Musica) - Universidade Federal de Goiás, Goiânia, 2016.