O estágio supervisionado: uma proposta inovadora para a formação do professor de música

• Autor(a) principal: Cordeiro, Risaelma de Jesus Arcanjo Moura
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24035
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Programas de estágio; Currículos - Mudança; Professores de música - Formação profissional; Internship programs; Curriculum change; Music teachers - Occupational training

Supervised Internship occupies a prominent position in undergraduate Music degrees curricula, either because of its complex nature regarding student’s educational role, or because expectations related to articulation between academic knowledge and professional practice. Realizing the need to deepen the knowledge about the initial music teachers training nowadays and their relationship with curriculum, we come to the following research problem: how to rethink and propose Supervised Internship as a curricular component aiming at music undergraduate training, exploring spaces (environments) of non-formal education? This work aims to investigate training processes contemplating non-formal city spaces exploration during a Music Internship at the Federal University of Maranhão (UFMA). Research theoretical framework is supported by studies and fundamentals in such areas as Education, Curriculum, and Music, which deal with Internship conception as a curricular component of a proposal integrated to a Pedagogical Course Project dimension, teaching professional training, pedagogical and musical knowledge, innovative curricula, and the city as a formal educational institution extension. Methodological procedure privileged the qualitative approach, field research modality, and instruments used for data collection were online questionnaire applied to Music degree graduates at UFMA and interviews carried out with responsible Stage supervisors at said course. For analysis and interpretation of the data obtained, we opted for Content Analysis technique with support of NVivo 12 plus software. Results suggest that Music Internship, when carried out partially or totally in non-formal education environments in the city, enables significant and diverse professional experiences in music education. The findings also support that the music undergraduate training permeates the understanding of the interests and expectations of the students, contextualized to their relations with music outside the school space. We expect that results of the research with the Music Internship Project proposal, can contribute to rethinking music teachers training in an innovative perspective by integrating university, school, and city non-formal education environments