Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/29507 |
Resumo: | The objective of this thesis is to understand the formative process of construction of intern-teaching by student-internships, their challenges and teaching understandings experienced in the COVID-19 pandemic. We start from the assumption that the student-internship involvement with Education and Music is linked to a set of mobilized, lived and internalized experiences, both in higher education and in other situations, which constitute potentializing trails paths for the construction of teaching in the supervised internship, which is called teaching-internship. As specific objectives, we sought to know how experiences of student-interns in Music at UFRN, in the stage of carrying out the last internship, are constructed and internalized; analyze what knowledge, learning and confrontations were mobilized and articulated by studentinterns in the context of the COVID-19 pandemic and understand how teaching is constructed by interns of the Music course and how this construction enhances a definition of teaching-internship. The research is based on the concepts of supervised internship found in studies by Pimenta and Lima (2018), Gaulke (2017), Zabalza (2014), Bolzan (2013), Vaillant and Marcelo García (2012); in the concept of experience, developed by Larrosa (2002; 2006; 2018); in initial formation, addressed by Roldão (2017) and Cunha (2016), and in the concept of teaching, presented by Marcelo García (2012), as well as in the concept of self-formation by Ferry (2004). The work is based on the (auto)biographical perspective of authors such as: Abrahão (2003); Passeggi (2008; 2011; 2016); Passeggi e Souza (2019) and adopts for the analysis of empirical data the comprehensive-interpretive perspective proposed by Souza (2014) allied to the Ricoeurian perspective (2007) on formative memories. Six students of the Degree in Music from a federal university participated in the research. The results of the analyzes highlight the power of the narratives of the student-interns of the Degree in Music at UFRN for understanding the teaching-intern from their formative trails paths. The experiences in formative trails, before and during graduation, were potential in the formative process of construction of the internteaching. Thus, the intern-teaching is defined from moments lived, experienced, internalized and reflected by the student-intern in the supervised internship that, in some way, modify the ways of thinking and acting, in processes of self-formation. In view of this, based on their interest, zeal and willingness, student-interns allow themselves to be attentive to the construction of experiences that give sense and meaning to their training as ideas, behaviors, reflected actions. In a way, the personal and academic lived experiences potentiated encounters, mobilizations and internalizations that are thought triggers at all times of initial formation, especially in the supervised internship. |
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Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiáriaMusical education and supervised internship: formative trails in the construction of intern-teachingEstágio supervisionadoEducação musicalLicenciatura em músicaDocência-estagiáriaTrilhas formativasSupervised internshipMusical educationDegree in musicIntern-teachingFormative trailsCNPQ::CIENCIAS HUMANAS::EDUCACAOThe objective of this thesis is to understand the formative process of construction of intern-teaching by student-internships, their challenges and teaching understandings experienced in the COVID-19 pandemic. We start from the assumption that the student-internship involvement with Education and Music is linked to a set of mobilized, lived and internalized experiences, both in higher education and in other situations, which constitute potentializing trails paths for the construction of teaching in the supervised internship, which is called teaching-internship. As specific objectives, we sought to know how experiences of student-interns in Music at UFRN, in the stage of carrying out the last internship, are constructed and internalized; analyze what knowledge, learning and confrontations were mobilized and articulated by studentinterns in the context of the COVID-19 pandemic and understand how teaching is constructed by interns of the Music course and how this construction enhances a definition of teaching-internship. The research is based on the concepts of supervised internship found in studies by Pimenta and Lima (2018), Gaulke (2017), Zabalza (2014), Bolzan (2013), Vaillant and Marcelo García (2012); in the concept of experience, developed by Larrosa (2002; 2006; 2018); in initial formation, addressed by Roldão (2017) and Cunha (2016), and in the concept of teaching, presented by Marcelo García (2012), as well as in the concept of self-formation by Ferry (2004). The work is based on the (auto)biographical perspective of authors such as: Abrahão (2003); Passeggi (2008; 2011; 2016); Passeggi e Souza (2019) and adopts for the analysis of empirical data the comprehensive-interpretive perspective proposed by Souza (2014) allied to the Ricoeurian perspective (2007) on formative memories. Six students of the Degree in Music from a federal university participated in the research. The results of the analyzes highlight the power of the narratives of the student-interns of the Degree in Music at UFRN for understanding the teaching-intern from their formative trails paths. The experiences in formative trails, before and during graduation, were potential in the formative process of construction of the internteaching. Thus, the intern-teaching is defined from moments lived, experienced, internalized and reflected by the student-intern in the supervised internship that, in some way, modify the ways of thinking and acting, in processes of self-formation. In view of this, based on their interest, zeal and willingness, student-interns allow themselves to be attentive to the construction of experiences that give sense and meaning to their training as ideas, behaviors, reflected actions. In a way, the personal and academic lived experiences potentiated encounters, mobilizations and internalizations that are thought triggers at all times of initial formation, especially in the supervised internship.O objetivo desta tese é compreender o processo formativo de construção da docênciaestagiária por estudantes-estagiários, seus desafios e compreensões docentes vividos na pandemia da COVID-19. Partimos do pressuposto de que o envolvimento do estudanteestagiário com a Educação e com a Música está vinculado a um conjunto de experiências mobilizadas, vividas e internalizadas, tanto no ensino superior, quanto em outras situações, que constituem trilhas formativas potencializadoras para a construção da docência no estágio supervisionado, o que se nomina como docência-estagiária. Como objetivos específicos, buscou-se conhecer como experiências de estudantes-estagiários em Música da UFRN, em fase de realização do último estágio, são construídas e internalizadas; analisar quais conhecimentos, aprendizagens e enfrentamentos foram mobilizados e articulados por estudantes-estagiários no contexto da pandemia da COVID- 19 e entender como é construída a docência por estagiários do curso de Música e como essa construção potencializa uma definição de docência-estagiária. A pesquisa fundamenta-se nos conceitos sobre estágio supervisionado encontrados nos estudos de Pimenta e Lima (2018), Gaulke (2017), Zabalza (2014), Bolzan (2013), Vaillant e Marcelo García (2012); no conceito de experiência, desenvolvido por Larrosa (2002; 2006; 2018); no de formação inicial, abordado por Roldão (2017) e Cunha (2016), e no conceito de docência, apresentado por Marcelo García (2012), bem como no conceito de autoformação de Ferry (2004). O trabalho situa-se na perspectiva (auto)biográfica em autores como: Abrahão (2003); Passeggi (2008; 2011; 2016); Passeggi e Souza (2019) e adota para as análises dos dados empíricos a perspectiva compreensiva-interpretativa proposta por Souza (2014) aliada à perspectiva ricoeuriana (2007) sobre memórias formativas. Participaram da pesquisa seis estudantes da Licenciatura em Música de uma universidade federal. Os resultados das análises destacam a potência das narrativas dos estudantes-estagiários do curso de Licenciatura em Música da UFRN para a compreensão da docência-estagiária a partir de suas trilhas formativas. As experiências em trilhas formativas, antes e durante a graduação, foram potenciais no processo formativo de construção da docência-estagiária. Assim, a docência-estagiária define-se a partir de momentos vividos, experenciados, internalizados e refletidos pelo estudanteestagiário no estágio supervisionado que, de alguma forma, modificam os modos de pensar e agir, em processos de autoformação. À vista disso, a partir do interesse, zelo e disposição, os estudantes-estagiários permitem-se estarem atentos à construção de experiências que dão sentidos e significados à sua formação como ideias, comportamentos, ações refletidas. De certa maneira, as experiências pessoais e acadêmicas vivenciadas potencializaram encontros, mobilizações e internalizações que são disparadores de pensamento em todos os momentos da formação inicial, em especial, no estágio supervisionado.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoBellochio, Cláudia Ribeirohttp://lattes.cnpq.br/8653053694824805Passeggi, Maria da Conceição Ferrer Botelho SgadariMendes, Jean Joubert FreitasGarbosa, Luciane Wilke FreitasBolzan, Dóris Pires VargasAbreu, Washington Nogueira de2023-06-20T13:25:01Z2023-06-20T13:25:01Z2023-03-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/29507porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-06-20T13:25:01Zoai:repositorio.ufsm.br:1/29507Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-06-20T13:25:01Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária Musical education and supervised internship: formative trails in the construction of intern-teaching |
title |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária |
spellingShingle |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária Abreu, Washington Nogueira de Estágio supervisionado Educação musical Licenciatura em música Docência-estagiária Trilhas formativas Supervised internship Musical education Degree in music Intern-teaching Formative trails CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária |
title_full |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária |
title_fullStr |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária |
title_full_unstemmed |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária |
title_sort |
Educação musical e estágio supervisionado: trilhas formativas na construção da docência-estagiária |
author |
Abreu, Washington Nogueira de |
author_facet |
Abreu, Washington Nogueira de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bellochio, Cláudia Ribeiro http://lattes.cnpq.br/8653053694824805 Passeggi, Maria da Conceição Ferrer Botelho Sgadari Mendes, Jean Joubert Freitas Garbosa, Luciane Wilke Freitas Bolzan, Dóris Pires Vargas |
dc.contributor.author.fl_str_mv |
Abreu, Washington Nogueira de |
dc.subject.por.fl_str_mv |
Estágio supervisionado Educação musical Licenciatura em música Docência-estagiária Trilhas formativas Supervised internship Musical education Degree in music Intern-teaching Formative trails CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Estágio supervisionado Educação musical Licenciatura em música Docência-estagiária Trilhas formativas Supervised internship Musical education Degree in music Intern-teaching Formative trails CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of this thesis is to understand the formative process of construction of intern-teaching by student-internships, their challenges and teaching understandings experienced in the COVID-19 pandemic. We start from the assumption that the student-internship involvement with Education and Music is linked to a set of mobilized, lived and internalized experiences, both in higher education and in other situations, which constitute potentializing trails paths for the construction of teaching in the supervised internship, which is called teaching-internship. As specific objectives, we sought to know how experiences of student-interns in Music at UFRN, in the stage of carrying out the last internship, are constructed and internalized; analyze what knowledge, learning and confrontations were mobilized and articulated by studentinterns in the context of the COVID-19 pandemic and understand how teaching is constructed by interns of the Music course and how this construction enhances a definition of teaching-internship. The research is based on the concepts of supervised internship found in studies by Pimenta and Lima (2018), Gaulke (2017), Zabalza (2014), Bolzan (2013), Vaillant and Marcelo García (2012); in the concept of experience, developed by Larrosa (2002; 2006; 2018); in initial formation, addressed by Roldão (2017) and Cunha (2016), and in the concept of teaching, presented by Marcelo García (2012), as well as in the concept of self-formation by Ferry (2004). The work is based on the (auto)biographical perspective of authors such as: Abrahão (2003); Passeggi (2008; 2011; 2016); Passeggi e Souza (2019) and adopts for the analysis of empirical data the comprehensive-interpretive perspective proposed by Souza (2014) allied to the Ricoeurian perspective (2007) on formative memories. Six students of the Degree in Music from a federal university participated in the research. The results of the analyzes highlight the power of the narratives of the student-interns of the Degree in Music at UFRN for understanding the teaching-intern from their formative trails paths. The experiences in formative trails, before and during graduation, were potential in the formative process of construction of the internteaching. Thus, the intern-teaching is defined from moments lived, experienced, internalized and reflected by the student-intern in the supervised internship that, in some way, modify the ways of thinking and acting, in processes of self-formation. In view of this, based on their interest, zeal and willingness, student-interns allow themselves to be attentive to the construction of experiences that give sense and meaning to their training as ideas, behaviors, reflected actions. In a way, the personal and academic lived experiences potentiated encounters, mobilizations and internalizations that are thought triggers at all times of initial formation, especially in the supervised internship. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-06-20T13:25:01Z 2023-06-20T13:25:01Z 2023-03-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/29507 |
url |
http://repositorio.ufsm.br/handle/1/29507 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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 |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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