Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/14000 |
Resumo: | This research objected to understand how music teachers who work in elementary school in João Pessoa have developed their curriculum for the area. This is a multicase study with two teachers from the municipal public network of João Pessoa, who worked in elementary school in the art curricular component in their schools. Considering that there is a certain level of ambiguity and imprecision about music and the arts in the Brazilian school curriculum, in both national curriculum guidelines documents and Law of Directives and Basis 9.394 / 96, what we see is that teachers need to create their own solutions for their daily lives. Through theoretical frameworks of curricular studies and everyday life, I understand the curriculum as a cultural discourse (MACEDO, 2006; LOPES; MACEDO, 2011), which, when constructed in the everyday, is seen as a process through which each people involved resignifies the experiences from the intertwined networks of “can, know and make” (Macedo et al, 2011), and also a spacetime creation, spoof and subversion (Certeau, 1994). The specific objectives were defined: to identify sources and other references used by music teachers in the elaboration of their curriculum, as well as content selection criteria and teaching objectives; to analyze the curriculum from the daily life of music teachers, recognizing the tactics that influence their practices; and, finally, to discuss the conceptions and thoughts of music teachers about music in basic education. This research had as data collection sources the documentary analysis of normative terms and annual teaching plans, semi-structured interviews with teachers and nonparticipant observations of their classes. The research results indicates that the process of curricular creation is marked by some influences that are revealed in the everyday structure, such as the relationship with school management and the power networks existing in the school, the teacher training and the approximations (or distances) with the university universe. Despite their congruence and concordance aspects, the data also showed that these teachers found their own ways of subverting the networks of power they found through tactics (Certeau, 1994), creating their curriculum according (or in disagreement) to everyday life in which they were. In this way, I understand that curricular creation is an inventive process aimed at / born of the everyday life, which blends elements of different dimensions of the curriculum looking for fixation of meanings on the created texts themselves. In view of the mismatch of higher education and basic education policies, of the constant dispute in curricular speeches, to realize that the role of the music teacher in this creation process is essential so that we can occupy, as an area, spaces in the school curriculum with educational-musical practices, aware of the importance of our role as musical educators in the training of subjects. |
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Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João PessoaCurrículoCotidianoTáticaEducação musicalEducação básicaCurriculumDailyTacticsMusical educationEducationCNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICAThis research objected to understand how music teachers who work in elementary school in João Pessoa have developed their curriculum for the area. This is a multicase study with two teachers from the municipal public network of João Pessoa, who worked in elementary school in the art curricular component in their schools. Considering that there is a certain level of ambiguity and imprecision about music and the arts in the Brazilian school curriculum, in both national curriculum guidelines documents and Law of Directives and Basis 9.394 / 96, what we see is that teachers need to create their own solutions for their daily lives. Through theoretical frameworks of curricular studies and everyday life, I understand the curriculum as a cultural discourse (MACEDO, 2006; LOPES; MACEDO, 2011), which, when constructed in the everyday, is seen as a process through which each people involved resignifies the experiences from the intertwined networks of “can, know and make” (Macedo et al, 2011), and also a spacetime creation, spoof and subversion (Certeau, 1994). The specific objectives were defined: to identify sources and other references used by music teachers in the elaboration of their curriculum, as well as content selection criteria and teaching objectives; to analyze the curriculum from the daily life of music teachers, recognizing the tactics that influence their practices; and, finally, to discuss the conceptions and thoughts of music teachers about music in basic education. This research had as data collection sources the documentary analysis of normative terms and annual teaching plans, semi-structured interviews with teachers and nonparticipant observations of their classes. The research results indicates that the process of curricular creation is marked by some influences that are revealed in the everyday structure, such as the relationship with school management and the power networks existing in the school, the teacher training and the approximations (or distances) with the university universe. Despite their congruence and concordance aspects, the data also showed that these teachers found their own ways of subverting the networks of power they found through tactics (Certeau, 1994), creating their curriculum according (or in disagreement) to everyday life in which they were. In this way, I understand that curricular creation is an inventive process aimed at / born of the everyday life, which blends elements of different dimensions of the curriculum looking for fixation of meanings on the created texts themselves. In view of the mismatch of higher education and basic education policies, of the constant dispute in curricular speeches, to realize that the role of the music teacher in this creation process is essential so that we can occupy, as an area, spaces in the school curriculum with educational-musical practices, aware of the importance of our role as musical educators in the training of subjects.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEsta pesquisa buscou compreender como os professores de música que atuam no ensino fundamental em João Pessoa elaboraram seus currículos para a área. Trata-se de um estudo multicaso com dois professores da rede pública municipal de João Pessoa, que atuavam no ensino fundamental no componente curricular arte em suas escolas. Tendo em vista que há certa ambiguidade e imprecisão em torno da música e das artes no currículo escolar brasileiro, tanto nos documentos de orientação curricular nacionais quanto na Lei de Diretrizes e Base 9.394/96, vê-se que os professores em seu cotidiano precisam criar suas próprias soluções. Através de referenciais teóricos dos estudos curriculares e do cotidiano, compreendo o currículo como discurso (MACEDO, 2006; LOPES; MACEDO, 2011), que, ao ser trançado na tessitura cotidiana, é visto como um processo através do qual seus praticantes ressignificam suas experiências a partir das entremeadas redes de poder, saber e fazer (MACEDO et al, 2011), sendo também um espaço-tempo de criação, burla e subversão (CERTEAU, 1994). Já os objetivos específicos foram assim definidos: identificar fontes e outros referenciais utilizados pelos professores de música na elaboração do seu currículo, bem como critérios de seleção de conteúdo e objetivos de ensino; analisar o currículo a partir do cotidiano dos professores de música, reconhecendo as táticas que influenciam em suas práticas; e, por fim, discutir as concepções dos professores de música sobre a música na educação básica. Esta pesquisa teve como fontes de coleta de dados a análise documental de termos normativos e de planos de ensino anuais, entrevistas semiestruturadas com os professores e observações não-participantes de suas aulas. Os resultados da pesquisa indicam que o processo de criação curricular é marcado por algumas influências que se revelam na tessitura cotidiana, como a relação com a gestão escolar e as redes de poder existentes na escola, a formação do professor e as aproximações (ou distanciamentos) com o mundo da universidade. Apesar de aspectos de congruências e de conformidade, os dados mostraram também que esses professores encontravam suas próprias formas de subverter as redes de poderes que encontram através de táticas (CERTEAU, 1994), criando seu currículo de acordo (e desacordo) com o cotidiano na qual se encontravam. Compreendo, assim, que a criação curricular é um processo inventivo voltado para/nascido do cotidiano, que trança elementos de distintas dimensões do currículo na busca de fixação de sentidos sobre os próprios textos criados. Diante do descompasso das políticas educacionais do ensino superior e da educação básica, da constante disputa presente nos discursos curriculares, reconhecer o papel do professor de música nesse processo de criação é essencial para que possamos ocupar, como área, os espaços no currículo escolar com práticas educativo-musicais significativas, conscientes da importância de nossa função como educadores musicais na formação dos sujeitos.Universidade Federal da ParaíbaBrasilMúsicaPrograma de Pós-Graduação em MúsicaUFPBPenna, Maura Lúcia Fernandeshttp://lattes.cnpq.br/0654449539391787Oliveira, Olga Verônica Alves de2019-04-10T20:07:19Z2019-04-102019-04-10T20:07:19Z2018-07-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/14000porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2019-04-10T20:08:08Zoai:repositorio.ufpb.br:123456789/14000Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2019-04-10T20:08:08Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
title |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
spellingShingle |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa Oliveira, Olga Verônica Alves de Currículo Cotidiano Tática Educação musical Educação básica Curriculum Daily Tactics Musical education Education CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA |
title_short |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
title_full |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
title_fullStr |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
title_full_unstemmed |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
title_sort |
Tecendo caminhos: o currículo no cotidiano de professores de música da rede municipal de João Pessoa |
author |
Oliveira, Olga Verônica Alves de |
author_facet |
Oliveira, Olga Verônica Alves de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Penna, Maura Lúcia Fernandes http://lattes.cnpq.br/0654449539391787 |
dc.contributor.author.fl_str_mv |
Oliveira, Olga Verônica Alves de |
dc.subject.por.fl_str_mv |
Currículo Cotidiano Tática Educação musical Educação básica Curriculum Daily Tactics Musical education Education CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA |
topic |
Currículo Cotidiano Tática Educação musical Educação básica Curriculum Daily Tactics Musical education Education CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA |
description |
This research objected to understand how music teachers who work in elementary school in João Pessoa have developed their curriculum for the area. This is a multicase study with two teachers from the municipal public network of João Pessoa, who worked in elementary school in the art curricular component in their schools. Considering that there is a certain level of ambiguity and imprecision about music and the arts in the Brazilian school curriculum, in both national curriculum guidelines documents and Law of Directives and Basis 9.394 / 96, what we see is that teachers need to create their own solutions for their daily lives. Through theoretical frameworks of curricular studies and everyday life, I understand the curriculum as a cultural discourse (MACEDO, 2006; LOPES; MACEDO, 2011), which, when constructed in the everyday, is seen as a process through which each people involved resignifies the experiences from the intertwined networks of “can, know and make” (Macedo et al, 2011), and also a spacetime creation, spoof and subversion (Certeau, 1994). The specific objectives were defined: to identify sources and other references used by music teachers in the elaboration of their curriculum, as well as content selection criteria and teaching objectives; to analyze the curriculum from the daily life of music teachers, recognizing the tactics that influence their practices; and, finally, to discuss the conceptions and thoughts of music teachers about music in basic education. This research had as data collection sources the documentary analysis of normative terms and annual teaching plans, semi-structured interviews with teachers and nonparticipant observations of their classes. The research results indicates that the process of curricular creation is marked by some influences that are revealed in the everyday structure, such as the relationship with school management and the power networks existing in the school, the teacher training and the approximations (or distances) with the university universe. Despite their congruence and concordance aspects, the data also showed that these teachers found their own ways of subverting the networks of power they found through tactics (Certeau, 1994), creating their curriculum according (or in disagreement) to everyday life in which they were. In this way, I understand that curricular creation is an inventive process aimed at / born of the everyday life, which blends elements of different dimensions of the curriculum looking for fixation of meanings on the created texts themselves. In view of the mismatch of higher education and basic education policies, of the constant dispute in curricular speeches, to realize that the role of the music teacher in this creation process is essential so that we can occupy, as an area, spaces in the school curriculum with educational-musical practices, aware of the importance of our role as musical educators in the training of subjects. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-07-27 2019-04-10T20:07:19Z 2019-04-10 2019-04-10T20:07:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/14000 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/14000 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Música Programa de Pós-Graduação em Música UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Música Programa de Pós-Graduação em Música UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842946321940480 |