2017-06-052017-04-13SHIOZAWA, P. H. A construção da docência do professor de música: o estágio supervisionado no curso de música - licenciatura da Universidade Federal de Goiás (2009-2016). 2017. 225 f. Dissertação (Mestrado em Musica) - Universidade Federal de Goiás, Goiânia, 2017.http://repositorio.bc.ufg.br/tede/handle/tede/7408This present work aims to analyze the contributions of the supervised practice in the formation of music teacher. As the internship curricular component leads the student to experience current social and educational paradigms, this field is regarded as generating knowledge for human development and autonomy achievement. Following this assumption, the questions are directed to reflect about the relationships between the experiences provided by the internship and the pedagogical performance in the various fields of activity. Adopting the case study perspective of analysis, taking specifically the Course of Music-Licenciatura of the Federal University of Goiás, the research has as objectives: a) To analyze the importance of the supervised internship to training Music School and Performing Arts (EMA/UFG); b) To know the Course structure, trying to understand the supervisors roles in the training process; c) To analyze the trainee's performance process, considering the experiences acquired in different spaces: basic education, formal space and alternative space; d) To Identify how the internship experiences contributes to the music teacher's autonomy. The data were collected considering the Pedagogical Project of the Course and the EMAC/UFG Internship Regulations, and through interviews with teachers and academics. The results indicate a possible pedagogical failure that interferes with the classroom experience revealed by the absence of the supervising teacher in the field. The trainees recognize the importance of the experiences that emerge from the practice of the internship, but emphasize that it is necessary to have clearer objectives in relation to the content addressed so that it can bring more meaning to the social environment where they work. On the development of autonomy, both trainees and mentors believe that it does not depend only on one of the involved parties, but on the result of constant dialogue and exchange of experiences in the music teacher’s search for musical and pedagogical knowledge to act in Different contexts.application/pdfAcesso AbertoEstágio supervisionadoProfessor de músicaProfissional autônomoSupervised internshipMusic teacherSelf-employedARTES::MUSICADissertação