O LEMI e a formação docente : trajetórias e experiências de licenciados em música pela UFPB

• Autor(a) principal: Mendonça, Samma Mascarenhas de
• Data de Publicação: 2023
• 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/123456789/29941
• topic: Formação de professores - Música; Saberes docentes; Musicalização infantil; Extensão universitária; Teacher knowledge base; Early childhood music; Music teacher education; University extension; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA

In 2010, at the Federal University of Paraíba (UFPB), was created a study group called "UFPB Children's Music Education Group". From the actions and studies carried out by this group, the Laboratory of Children's Music Education (LEMI) operated actively until 2020. The LEMI create a space in which students of the degree course in music would have the opportunity to dedicate themselves to teaching aimed at early childhood children, promoting classes of music and functioning, therefore, as a laboratory school. The laboratory provided diverse experiences related to teaching music in early childhood and music education in general, in addition to addressing the practice of collaborative teaching, since classes were planned and discussed with the participation of the most experienced teachers and the participating students, teachers in training. Some projects and many undergraduate students went through LEMI, which has become, over the years, a reference for early childhood music education in the city of João Pessoa. Therefore, this research addresses LEMI as a space for training music teachers in early childhood, analyzing how this extension project contributed to the training experience of music graduates who participated in it, focusing on the teaching knowledge involved in this process based on the work of Maurice Tardif, Teaching Knowledge and Professional Training, used as a theoretical reference. The methodology adopted was the life story (musical), with data collection through narrative interviews with ten subjects. As a general objective, the research sought to understand how participation in LEMI/UFPB influenced the training course of music educators who work in João Pessoa. It also has specific objectives: Contextualize the LEMI in the historical and institutional scope of the UFPB and the developments until the year 2023; analyze the spaces, paths of training, and musical performance of undergraduate students, before they enter into LEMI; identify the motivations and expectations that led to the choice to be part of the Laboratory; analyze the effects of participation in LEMI on the professional and personal training of teachers who passed through it and its reflections on their subsequent pedagogical practice. The analysis of the participants' reports showed how LEMI, as an extension project, influenced the training of these professors licensed by the UFPB, providing the development of experiential knowledge (according to Tardif) and knowledge of pedagogical action (in terms of Gauthier et al.). We conclude that LEMI acted to reduce the distance between practice and theory in teacher training and enabled specific area of early childhood music education through the extension project – because the curricular components of the degree in Music is not able to cover all the particularities of the possible fields of action of the music educator –, and even generated a job market in this specific area in the city of João Pessoa.