Estágio supervisionado em música: articulando conhecimentos na construção da docência
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15529 |
Resumo: | This research was developed in the Graduate Program in Education of the Federal University of Santa Maria, research line Education and Arts (LP4), together with the group Formação, Ação e Pesquisa em Educação Musical (FAPEM) and sought to understand how trainees articulate knowledge musical and pedagogical-musical in the construction of teaching in Music in the Supervised Stage (ES) I and II. Through a case study (YIN, 2005), direct observations and participants and semi-structured and focus group interviews were carried out with six trainees attending ES I and II, in pairs, developed in Early Childhood Education. The data produced from these sources of evidence were analyzed according to the Discursive Textual Analysis (MORAES; GALLIAZZI, 2011), and could be understood from four categories and respective theoretical references: a) the academic-professional formation in the degree course in Music of the UFSM (CERESER, 2003; BRASIL, 2004; MATEIRO, 2009; WIELEWICK, 2010; BAUMER, 2012); b) the ES in Music and its senses (MATEIRO; TÉO, 2003; GATTI, 2010; PIMENTA; LIMA, 2010; BELLOCHIO, 2011; KHAOULE, CARVALHO, 2012; NATERA, 2013); In this paper, we describe the practice of ES in pairs, called peer teaching (SAWFFORD, 1998;; HAYAMA, 2008;; AZEVEDO, 2008), and in the context of children's education and their relations with music (KISHIMOTO, 2002; WERLE, 2010; GOELZER; (1988). It was concluded that trainees feel a distancing between the musicological, pedagogical and pedagogical-musical disciplines of the Licenciatura in Music course, a perception that makes it difficult for them to relate the musical and pedagogical-musical knowledge developed in these curricular components. The senses attributed to ES induce trainees to seek to reproduce teaching models or to seek technical instrumentation for teaching in ES, and the specificity of Early Childhood Education in relation to the child's development makes it difficult for academics to develop, at this stage of teaching, the musical contents that come learning in the course and would like to teach, which causes them to problematize the identities of the Music teacher. Finally, peer teaching enables the articulation of knowledge to occur, as trainees divide their assignments, one of which assumes musical activities (singing and playing) and other pedagogical-musical activities (interacting with children). |
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2019-02-01T14:55:18Z2019-02-01T14:55:18Z2017-08-16http://repositorio.ufsm.br/handle/1/15529This research was developed in the Graduate Program in Education of the Federal University of Santa Maria, research line Education and Arts (LP4), together with the group Formação, Ação e Pesquisa em Educação Musical (FAPEM) and sought to understand how trainees articulate knowledge musical and pedagogical-musical in the construction of teaching in Music in the Supervised Stage (ES) I and II. Through a case study (YIN, 2005), direct observations and participants and semi-structured and focus group interviews were carried out with six trainees attending ES I and II, in pairs, developed in Early Childhood Education. The data produced from these sources of evidence were analyzed according to the Discursive Textual Analysis (MORAES; GALLIAZZI, 2011), and could be understood from four categories and respective theoretical references: a) the academic-professional formation in the degree course in Music of the UFSM (CERESER, 2003; BRASIL, 2004; MATEIRO, 2009; WIELEWICK, 2010; BAUMER, 2012); b) the ES in Music and its senses (MATEIRO; TÉO, 2003; GATTI, 2010; PIMENTA; LIMA, 2010; BELLOCHIO, 2011; KHAOULE, CARVALHO, 2012; NATERA, 2013); In this paper, we describe the practice of ES in pairs, called peer teaching (SAWFFORD, 1998;; HAYAMA, 2008;; AZEVEDO, 2008), and in the context of children's education and their relations with music (KISHIMOTO, 2002; WERLE, 2010; GOELZER; (1988). It was concluded that trainees feel a distancing between the musicological, pedagogical and pedagogical-musical disciplines of the Licenciatura in Music course, a perception that makes it difficult for them to relate the musical and pedagogical-musical knowledge developed in these curricular components. The senses attributed to ES induce trainees to seek to reproduce teaching models or to seek technical instrumentation for teaching in ES, and the specificity of Early Childhood Education in relation to the child's development makes it difficult for academics to develop, at this stage of teaching, the musical contents that come learning in the course and would like to teach, which causes them to problematize the identities of the Music teacher. Finally, peer teaching enables the articulation of knowledge to occur, as trainees divide their assignments, one of which assumes musical activities (singing and playing) and other pedagogical-musical activities (interacting with children).Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, linha de pesquisa Educação e Artes (LP4), junto ao grupo Formação, Ação e Pesquisa em Educação Musical (FAPEM) e buscou compreender como estagiários articulam conhecimentos musicais e pedagógico- musicais na construção da docência em Música no Estágio Supervisionado (ES) I e II. Por meio de um estudo de caso (YIN, 2005), foram realizadas observações diretas e participantes e entrevistas semiestruturadas e em grupo focal com seis estagiários que cursavam ES I e II, em duplas, desenvolvido na Educação Infantil. Os dados produzidos a partir destas fontes de evidência foram analisados segundo a Análise Textual Discursiva (MORAES; GALLIAZZI, 2011), e puderam ser compreendidos a partir de quatro categorias e respectivos referenciais teóricos: a) a formação acadêmico-profissional no curso de Licenciatura em Música da UFSM (CERESER, 2003; BRASIL, 2004; MATEIRO, 2009; WIELEWICK, 2010; BAUMER, 2012); b) o ES em Música e seus sentidos (MATEIRO; TÉO, 2003; GATTI, 2010; PIMENTA; LIMA, 2010; BELLOCHIO, 2011; KHAOULE, CARVALHO, 2012; NATERA, 2013); c) o contexto da Educação Infantil e suas relações com a Música (KISHIMOTO, 2002; WERLE, 2010; GOELZER; CABRAL, 2015) e d) a prática do ES em dupla, denominada docência interpares (SAWFFORD, 1998; HAYAMA, 2008; AZEVEDO; BARBOSA, 2010; TEIXEIRA; SANTOS, 2016). Concluiu-se que os estagiários sentem um distanciamento entre as disciplinas musicológicas, pedagógicas e pedagógico- musicais do curso de Licenciatura em Música, percepção que dificulta que eles mesmos relacionem os conhecimentos musicais e pedagógico-musicais desenvolvidos nestes componentes curriculares. Os sentidos atribuídos ao ES induzem os estagiários a buscarem reproduzir modelos docentes ou buscarem instrumentalização técnica para a docência no ES, e a especificidade da Educação Infantil com relação ao desenvolvimento da criança dificulta aos acadêmicos desenvolverem, nesta etapa de ensino, os conteúdos musicais que vem aprendendo no curso e gostariam de ensinar, o que os provoca a problematizarem as identidades do professor de Música. Finalmente, a docência interpares viabiliza que a articulação de conhecimentos aconteça, à medida que os estagiários dividem suas atribuições, sendo que um assume as atividades musicais (cantando e tocando) e outro as pedagógico-musicais (interagindo com as crianças).porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação musicalEstágio supervisionadoConhecimentos musicais e pedagógico-musicaisMusical educationSupervised internshipMusical and pedagogical- musical knowledgeCNPQ::CIENCIAS HUMANAS::EDUCACAOEstágio supervisionado em música: articulando conhecimentos na construção da docênciaSupervised stage in music: knowing knowledge in the construction of teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBellochio, Cláudia Ribeirohttp://lattes.cnpq.br/8653053694824805Beineke, Vivianehttp://lattes.cnpq.br/9045119393767806http://lattes.cnpq.br/7385174446627040Sperb, Leonardo Martins700800000006600d0d80c80-39c6-4173-9b01-c8b8f80b2b3bbbb2fb81-ae84-419a-9a76-c365a394315f84f3367d-bf71-40a1-a30f-688d4b77812dreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2017_SPERB_LEONARDO.pdfDIS_PPGEDUCACAO_2017_SPERB_LEONARDO.pdfDissertação de Mestradoapplication/pdf2027305http://repositorio.ufsm.br/bitstream/1/15529/1/DIS_PPGEDUCACAO_2017_SPERB_LEONARDO.pdf38ef6882195b042bdc5bb1dc7e0522a9MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
dc.title.alternative.eng.fl_str_mv |
Supervised stage in music: knowing knowledge in the construction of teaching |
title |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
spellingShingle |
Estágio supervisionado em música: articulando conhecimentos na construção da docência Sperb, Leonardo Martins Educação musical Estágio supervisionado Conhecimentos musicais e pedagógico-musicais Musical education Supervised internship Musical and pedagogical- musical knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
title_full |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
title_fullStr |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
title_full_unstemmed |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
title_sort |
Estágio supervisionado em música: articulando conhecimentos na construção da docência |
author |
Sperb, Leonardo Martins |
author_facet |
Sperb, Leonardo Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bellochio, Cláudia Ribeiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8653053694824805 |
dc.contributor.referee1.fl_str_mv |
Beineke, Viviane |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9045119393767806 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7385174446627040 |
dc.contributor.author.fl_str_mv |
Sperb, Leonardo Martins |
contributor_str_mv |
Bellochio, Cláudia Ribeiro Beineke, Viviane |
dc.subject.por.fl_str_mv |
Educação musical Estágio supervisionado Conhecimentos musicais e pedagógico-musicais |
topic |
Educação musical Estágio supervisionado Conhecimentos musicais e pedagógico-musicais Musical education Supervised internship Musical and pedagogical- musical knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Musical education Supervised internship Musical and pedagogical- musical knowledge |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research was developed in the Graduate Program in Education of the Federal University of Santa Maria, research line Education and Arts (LP4), together with the group Formação, Ação e Pesquisa em Educação Musical (FAPEM) and sought to understand how trainees articulate knowledge musical and pedagogical-musical in the construction of teaching in Music in the Supervised Stage (ES) I and II. Through a case study (YIN, 2005), direct observations and participants and semi-structured and focus group interviews were carried out with six trainees attending ES I and II, in pairs, developed in Early Childhood Education. The data produced from these sources of evidence were analyzed according to the Discursive Textual Analysis (MORAES; GALLIAZZI, 2011), and could be understood from four categories and respective theoretical references: a) the academic-professional formation in the degree course in Music of the UFSM (CERESER, 2003; BRASIL, 2004; MATEIRO, 2009; WIELEWICK, 2010; BAUMER, 2012); b) the ES in Music and its senses (MATEIRO; TÉO, 2003; GATTI, 2010; PIMENTA; LIMA, 2010; BELLOCHIO, 2011; KHAOULE, CARVALHO, 2012; NATERA, 2013); In this paper, we describe the practice of ES in pairs, called peer teaching (SAWFFORD, 1998;; HAYAMA, 2008;; AZEVEDO, 2008), and in the context of children's education and their relations with music (KISHIMOTO, 2002; WERLE, 2010; GOELZER; (1988). It was concluded that trainees feel a distancing between the musicological, pedagogical and pedagogical-musical disciplines of the Licenciatura in Music course, a perception that makes it difficult for them to relate the musical and pedagogical-musical knowledge developed in these curricular components. The senses attributed to ES induce trainees to seek to reproduce teaching models or to seek technical instrumentation for teaching in ES, and the specificity of Early Childhood Education in relation to the child's development makes it difficult for academics to develop, at this stage of teaching, the musical contents that come learning in the course and would like to teach, which causes them to problematize the identities of the Music teacher. Finally, peer teaching enables the articulation of knowledge to occur, as trainees divide their assignments, one of which assumes musical activities (singing and playing) and other pedagogical-musical activities (interacting with children). |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-16 |
dc.date.accessioned.fl_str_mv |
2019-02-01T14:55:18Z |
dc.date.available.fl_str_mv |
2019-02-01T14:55:18Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/15529 |
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http://repositorio.ufsm.br/handle/1/15529 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional Manancial UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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UFSM |
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