A formação de professores de música para a educação básica na região Centro-Oeste

• Autor(a) principal: Campos, Gilka Martins de Castro
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5238
• topic: Ensino superior; Formação de professores de música; Cursos de licenciatura em música; Undergraduate teaching; Music teaching education; Music teaching courses; CIENCIAS HUMANAS::EDUCACAO

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.