This study examined the conditions and experience of students who were placed on academic probation in view of key elements of Dewey’s (1958, 1938/1997, 1934/2005) theory of experience. Core data emerged from 16 in-depth interviews with five students who received assistance from an academic support program while on probation. An additional interview was conducted with the academic companion and another with the program developer. A document analysis and a researcher journal supplemented the data. The interviews were analyzed according to a three-dimensional narrative inquiry space (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) to produce profiles and thematic connections (Seidman, 2006). Findings are presented in five texts. The first and second manuscripts depict the stories of two students using the profile genre. These texts disclose rich stories where the meaning of experience is lived. A third manuscript examines students’ experience from the student and professional perspectives. Major themes uncovered, include (a) resistance to seek help; (b) deep personal costs; and (c) a desire to succeed and complete their undergraduate studies. A fourth manuscript explores companioning as experienced by students and supported by resource personnel. It reveals that (a) the companioning role was defined by a specific form of guidance and attendance to self-confidence and (b) the program helped students clarify their needs, promoted their adaptation to the university context, and offered support through a positive relationship. A fifth manuscript examined the characteristics of a fruitful helping relationship. Findings suggest that (a) a rapport characterized by presence and trust and (b) an approach promoting responsibility, awareness, and holism were key. These findings offer a weighty contribution to the literature on post-secondary education by revealing rich and unique experiences. By tapping in the complexity of the participants’ experience, findings help shift away from the current focus on obstacles and deficiencies often attributed to probationary students. Résumé Cette étude a examiné l’expérience d’étudiants ayant été placés en probation académique à la lumière d’éléments-clés de la théorie de l’expérience de Dewey (1958, 1938/1997, 1934/2005). La principale source de données provenait de 16 entrevues en profondeur auprès de cinq étudiants ayant participé à un programme d’accompagnement universitaire alors qu’ils étaient en probation académique. Une entrevue a aussi été menée avec l’accompagnatrice et une autre avec la conceptrice du programme. Une analyse documentaire et un journal de bord de la chercheure complètent les données. Les entrevues ont été analysées selon une analyse narrative tridimensionnelle (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) de façon à produire des profils et des liens thématiques (Seidman, 2006). Les résultats sont présentés dans cinq textes. Les premier et deuxième textes dépeignent l’histoire de deux étudiants sous forme de profils. Ces textes découvrent de riches et profondes histoires véhiculant la probation comme expérience de vie et la signification attribuée à celle-ci. Le troisième texte présente l’examen collectif de l’expérience des cinq étudiants ayant participé au programme d’accompagnement. Cette analyse est enrichie des perspectives de l’accompagnatrice et de la conceptrice du programme. Trois thèmes se dégagent de l’expérience de ces étudiants en probation académique soit (a) une résistance à faire usage des services de soutien; (b) des coûts personnels considérables; et (c) un désir de réussir et de compléter leur programme d’études. Un quatrième texte explore l’expérience d’accompagnement tel que perçu par les étudiants et les professionnels. L’analyse révèle que (a) l’accompagnatrice agissait à titre de guide et était attentive à la dimension de la confiance en soi et (b) le programme a aidé les étudiants à identifier leurs besoins, a soutenu leur adaptation au contexte universitaire, et a offert un soutien personnalisé par l’entremise d’une relation d’aide positive. Le cinquième texte se concentre sur les particularités d’une relation d’aide efficace en contexte de probation académique. Les résultats relèvent que cette expérience est qualifiée par (a) un rapport de présence empathique et empreinte de confiance réciproque et (b) une approche globale favorisant la responsabilité et la conscientisation. En dévoilant la richesse et l’unicité de l’expérience, ces résultats offrent une contribution intéressante. Illustrant la complexité des expériences de probation ils contribuent à s’éloigner d’une vision centrée sur les obstacles et les déficits des étudiants en probation académique.

This thesis explores the professional knowledge of three choral music educators from St. John’s, Newfoundland and Labrador. My primary research purpose was to explain what constitutes the professional knowledge of each of the research participants as revealed through their life stories; to illustrate how such professional knowledge has been shaped by experiences throughout each of the participants’ lives; and to understand how the participants’ experiences of developing as educators within the specific social, cultural, and political contexts of Newfoundland and Labrador have shaped their professional knowledge. Through this inquiry, three choral music educators engaged in a process of teacher development, as they discovered for themselves, through a narrative process of self-exploration, the meaning that could be made of the relationships between their life experiences and their knowledge of music teaching and learning. Data-gathering included a series of four in-depth interviews, which consisted of open-ended questions that engaged the participants in reconstructing their life experiences and articulating their professional knowledge within the context of developing as choral music educators. Choral rehearsal observations provided another source of data. These observations enhanced my understanding of the participants’ teaching practice, and assisted in my understanding of the relationships between the personal and the professional that they expressed in initial interviews. Analysis of the data is represented through narratives of the participants’ life stories and a thematic discussion of their professional knowledge as revealed through those stories. Each participant’s narrative and professional knowledge are presented in individual chapters, followed by a chapter that explores the resonances (Conle, 1996) amongst the participants’ narratives and my own personal-professional narrative. I propose that we begin to reconceptualize professional development in order to acknowledge the complexity and personal nature of professional knowledge, and I assert that the exploration of life stories is a meaningful form of professional development for music educators.

This is a narrative study in which five entrepreneurs in the experience-based tourist industry have told their life-stories in connection with their establishing and running their own enterprises.   Over the last decades the number of adventure-based companies has markedly increased in tourist industry, but the knowledge gained through the research on the persons who establish these companies is scant.  Through focusing on the constructions of  identity of the entrepreneurs, this study gives nuanced pictures of the chain of events that had lead an individual to establish one`s own company.  In addition, these pictures offer deeper understanding of how these individuals perceive themselves as the founder and manager of an experience-based company. Over the last decades research in entrepreneurship has criticized the imbalanced focus on the entrepreneurs' personal characteristics and it's use as an explanation of their entrepreneurial activities. In the same critical vein I question whether motivational studies are able to explain why certain individuals choose to establish their own business. Indeed, these five stories show that an entrepreneur is not something one is but something one becomes. Although the concept of an experiential economy appeared at the end of the 1990s, the production of experiences has a long tradition in the tourist industry. Norwegian tourism has faced an uphill struggle for several decades, which worries both the authorities and the industry itself.  In recent decades the focus has been directed more and more on the dimension of experience. One hopes that the creation of new and attractive adventures will help to reverse the negative trend in the industry.  Effecting this reversal places a heavy responsibility on the entrepreneurs since they are to be the driving force in this process. Tourist adventures have been one of several core themes within the field of research in tourism for decades, but this focus has mainly been on the perspective of the consumer. In contrast, this study concentrates on the producers, a group about whom we know much less. The five entrepreneurs who tell their story in this study give detailed descriptions of their life until the establishment of their businesses, and we see that each of them describes a number of causal chains that are interwoven and together create a meaningful picture of their choice. Through focusing on their reflexive identity-constructions and viewing these in light of the concrete situations they were in, before they established their enterprises, we gain a deeper understanding of this choice. Through the process of categorizing these reflexive identity-constructions, three  distinct ontological positions emerge, that is, different ways in understanding reality. The study shows that there is a connection between these ontological positions and the ways that the entrepreneurs run their businesses, as well as their understanding of how they create and produce adventures for their guests.

Disability advocates in the twenty-first century have frowned upon the practice of institutionalization in disability services, yet many people with intellectual disability continue to be institutionalized in other settings such as correctional facilities. The prison system is a difficult environment for people with intellectual disability to negotiate, and they may find themselves victimized, segregated and isolated with very few resources to survive the experience. Incarceration may present a temporary solution to preventing anti-social behaviour in society. However, for offenders with intellectual disability, it often fails to address their criminal behaviour or the social context from which the behaviour emanates. Policy and practice in the disability service sector needs to develop further awareness of the needs of people with intellectual disability who come into contact with the criminal justice system as offenders. Similarly, correctional systems need to expand their knowledge base on the habilitative and rehabilitative needs of prisoners with intellectual disability in order to better address the issues that may arise from their incarceration. This exploratory qualitative study gathers the life stories of ten ex-prisoners from Queensland correctional facilities who have been labelled as having an intellectual disability by the service systems they have accessed. It utilizes an interpretive, social constructionist framework to understand people’s experiences. Life stories were gathered from in-depth interviews with participants over a prolonged period of time and supplemented by contextual information provided by six practitioners from disability, mental health and ex-prisoner services. The stories of three participants with intellectual disability were analysed through the holistic lens of a narrative approach and all ten stories were analysed thematically, providing an aggregate picture of all participants’ experiences. The findings of this thesis indicate that participants in this study had personal needs to belong, to feel competent and for others to see their criminal activity as an unfortunate but very human response to difficult circumstances. These needs were not always met within the prison environment and many participants struggled to feel safe in such a context. There were many pre-prison characteristics of participants that influenced their adaptation to prison, and they were also subjected to a series of degradations such as enforced isolation, frequent strip-searching, verbal and physical assault. However, these factors were not always constructed as negative or significant experiences by participants, and were often counterbalanced by perceived benefits to prison life such as friendship, food and reprieve from community living. These constructions of their experience highlight the vulnerability of this group within the prison environment and the failure of 2 the system and broader society to address core issues for people when they returned to the community. Significant disparities were also found between the philosophies of disability service support and the correctional enterprise. This study has indicated the urgent need for cross-agency collaboration in addressing the needs of people with intellectual disability. The thesis makes a contribution to both doing research with people with intellectual disability and to understanding their experiences of incarceration. The voices of people with intellectual disability have long been overlooked in research because it was assumed they could not express their views or because researchers did not have appropriate research approaches. It is only recently that some writers have captured the viewpoints of people with intellectual disability in academic discourse, but there has been little work done with prisoners and ex-prisoners with intellectual disability. Researching the experience of imprisonment with people with intellectual disabilities also presented unique ethical and methodological challenges. This thesis covers ethical issues such as informed consent, incriminating disclosure, self-determination and veracity and bias in life story research. It also develops knowledge in this area regarding recruitment, communication practices, and dissemination of findings. Overall, the study provides a nuanced account of life inside prison for people with intellectual disability. It makes a valuable contribution to the field of inclusive research with people with impaired capacity and to criminological research in this area.

Through the life story narratives of Ethiopian women activists, this research explores the journey of Ethiopian women activists during three political and historical periods (1955–1974; 1974–1991; 1991–2015). Thus, the study proposes a new perspective on the forms of Ethiopian women’s activism and subsequently the different types of feminism emerging from their narratives. Through examination of how the activists reflect on, reconstruct and give meaning to their life stories, this research unravels that their activism is informed by feminist principles. It also exposes that it is shaped by a long history of resistance to patriarchy, which enabled women in traditional Ethiopia to negotiate a certain level of “autonomy and liberty”. Contrary to the general expectation, the research demonstrates that the process of modernization (read: westernization) came with its own structure based on western patriarchy, and reinforced local patriarchy. In this new, formalized patriarchy, the rights that women had negotiated through their resistance in earlier times were diminished. This study on women activists, categorized for the purpose of this research as pioneers, revolutionaries and negotiators, suggests that Ethiopian women activists have since adopted different forms of engagement that tend to improve the social, cultural, economic and political conditions of Ethiopian women. Consequently, I argue that, while Ethiopian women’s activism and feminism is firmly embedded in the history of resistance of previous generations of Ethiopian women, the form of activism varies according to the political and historical context in which the activists negotiate and adapt the way they act.

Bakgrund: För att skapa en så bra livskvalitet som möjligt för personen med demenssjukdom behöver vården och omsorgen ges utifrån ett personcentrerat förhållningssätt med personen i fokus istället för demenssjukdomen i sig. Levnadsberättelsen är ett betydelsefullt verktyg för att lära känna personen med demenssjukdom. Syfte: Att beskriva vårdpersonalens erfarenheter av att använda levnadsberättelsen inom särskilda boenden för personer med demenssjukdom.Metod: Kvalitativ intervjustudie med vårdpersonal på särskilda boenden för personer med demenssjukdom. Resultat: Levnadsberättelsen var viktig för att lära känna personen vilket var betydelsefullt för att planera omvårdnaden och bemöta personen på bästa sätt. Den kunde bidra till att bibehålla funktioner och vanor samt vara en hjälp vid samtal som kunde stimulera och väcka minnen. Levnadsberättelsen kunde också vara en hjälp för att förebygga och lindra BPSD. Utbildning och ett gott ledarskap sågs som framgångsfaktorer för ett väl fungerande arbete med levnadsberättelsen. Slutsats: Levnadsberättelsen är en förutsättning för att kunna bedriva personcentrerad vård inom särskilt boende för personer med demenssjukdom. Den är en hjälp för att kunna respektera personens vilja och önskemål samt för att kunna planera vården och omsorgen därefter. Utbildning av vårdpersonal samt goda chefsegenskaper har kunnat ses som framgångsfaktorer för ett lyckat arbete med levnadsberättelsen. / Background: In order to create as good quality of life as possible for the person with dementia, care need to be given based on a person-centered approach with the person in focus instead of the dementia itself. The life-story is important for getting to know the person with dementia. Purpose: To describe the health professionals experience of using the life-story in nursing homes for people with dementia. Method: Qualitative interview study with healthcare professionals experience of using life-stories in nursing homes for people with dementia. Results: The life-story was important in order to get to know the person, which was important for planning nursing and responding to the person in the best way. It could help maintain functions and habits as well as help in conversations that could stimulate and wake up memories. The life-story could also help to prevent and alleviate BPSD. Education and good leadership were seen as success factors for a well-functional work with the life-story. Conclusion: The life-story is a prerequisite for being able to conduct personal care in nursing homes for people with dementia. It is a help to respect the person's will and wishes, and by acting on the basis of the life-story, then plan the care. Education of health professionals and good management skills has been seen as success factors for successful work with the life-story.

Older Norwegian adults with an intellectual disability are today more integrated into society than earlier generations. Some represent the last of the generation that experienced and can talk about childhoods in central institutions and about living under the World War II Nazi regime. The closure of Norwegian institutions, which took place in the1990s, was based on social valuation theories. The post-closure situation for people with intellectual disabilities, their staff and local authorities was very different form what they had experienced previously, local authorities being responsible for providing person-centred services. This thesis examines whether life story work represents an effective approach to the person-centred support of older adults with an intellectual disability, through examining the impact of this work on services users (‘storytellers’) and their life story work supporters (‘interlocutors’). ‘The life story model of identity’ developed primarily by the American psychologist and professor Dan P. McAdams, is a major contribution to the thinking of this study. The model emphasises the importance of service providers’ understanding and knowledge of their service users’ life stories. A combination of critical realism and interpretative phenomenology analysis is advanced as a suitable joint philosophical framework for investigating the impact life story work has on both storytellers with intellectual disabilities (aged 45+) and on the interlocutors they personally chose from their staff group. The Delphi technique was used in a preparatory phase of interviews of six experienced life story workers from three different countries. A Participatory Action Research (PAR) approach was used to prepare the intervention, to develop the LSW programme and for pre- and post-interviews. 38 participants from day centres and residential settings in Norway took part in the study. The results indicate that even staff who had known storytellers for a long time learned new and valuable information. They came into possession of a better understanding of the service users’ behaviour and the interlocutors’ attitudes to service users were changed by the experience of carry out life story work with them. The interlocutors stated that they considered life story work to be ‘important’ in today’s services. The storytellers experienced increased feelings of safety and greater awareness of their abilities, life span (roots) and of themselves as a person (identity and personal development). They expressed pride in their life story work and appreciated the time they had spent talking and working alone with their interlocutors. Storytellers and interlocutors both said that life story work had brought them closer together and the love and appreciation they had for each other was a clear result of the time they had spent together. The eight week programme was, however, also challenging for the interlocutors who had problems finding the opportunity to conduct two hours work a week without interruption from other contextual influences.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to dialogue with black teachers at the Federal University of Santa Maria (UFSM), trying to understand which pathways and mishaps were experienced by such teachers, until they came to teaching in higher education, and realize the extent to which social relations ethno racial and gender interfere with their teaching practices. The topic to be presented and dialogue in this study is related more broadly to research in education, taking as a guideline the education of ethnic-racial relations and educational proceedings brought by black women, teachers in higher education, especially in processes where experienced or not racism and discrimination in the education sector. In this sense, this present study assumes that Brazilian universities, today, are in a situation of inequality, where black students constitute themselves as a minority and when observing the teaching staff (as), the situation is even more alarming. Many studies have proven that data, which show racism - social, cultural and economic - that prevails in our society, such as Henriques (2002); Pine (2008); Queiroz (2001, 2002); Rosemberg (2008, 2009) Munanga (1999, 2006). With regard to gender issues, one has to refer the Scott studies (1995), Safiotti (2004), Blonde (1997, 2008). The results of this study, drawn from data collected from PROGEP and analysis of the life story of black self-declared Professor of UFSM, demonstrate the existing racial confinement in UFSM. The teacher narratives lead to evidence that social mobility and the experiences throughout life mean that many times, some people perceive blacks as "other", showing a gap between with this group. Thus, the gap created by their life experiences, makes understand prejudice and discrimination against the black as a class condition and not a condition of phenotype / brands, but recognizes the difference between black and white. In this sense, the study shows that the positioning presented by the teacher regarding racial ethnic issues, causes she to be positioned in the same way in the teaching practice. / Este estudo tem como objetivo dialogar com professoras negras da Universidade Federal de Santa Maria (UFSM), buscando compreender quais os percursos e percalços foram vivenciados por tais docentes, até chegarem à docência no Ensino Superior, e perceber em que medida as relações sociais étnico-raciais e de gênero interferem nas suas práticas docentes. A temática a ser apresentada e dialogada, neste estudo, está relacionada de maneira mais ampla com a pesquisa em educação, tendo como eixo norteador a educação das relações étnico-raciais e os processos educativos desencadeados por mulheres negras, professoras no Ensino Superior, sobretudo nos processos em que vivenciaram ou não o racismo e a discriminação no âmbito educacional. Neste sentido, o presente estudo pressupõe que as universidades brasileiras, ainda hoje, encontram-se em desigualdade de situação, onde os alunos negros constituem-se como minoria e, quando observado o quadro de professores(as), a situação fica ainda mais alarmante. Muitos estudos têm comprovado esses dados, que evidenciam o racismo social, cultural e econômico que predomina em nossa sociedade, como o de Henriques (2002); Pinheiro (2008); Queiroz (2001, 2002); Rosemberg (2008, 2009) Munanga (1999, 2006). No que diz respeito às questões de gênero, tem-se como referência os estudos de Scott (1995), Safiotti (2004), Louro (1997, 2008). Os resultados deste estudo, elaborado a partir dos dados coletados junto a PROGEP e da análise da trajetória de vida da professora autodeclarada negra da UFSM, demonstram o confinamento racial existente na UFSM. As narrativas da professora levam a evidenciar que a ascensão social e as experiências vivenciadas ao longo da vida fazem com que em muitos momentos, algumas pessoas perceba os negros como outros , demonstrando um distanciamento entre com este grupo. Diante disso, o distanciamento criado pela suas experiências de vida, faz com que compreenda o preconceito e a discriminação em relação ao negro como uma condição de classe e não uma condição de fenótipo/marcas, mas reconhece a diferença existente entre negros e brancos. Neste sentido, o estudo evidencia que o posicionando apresentada pela docente em relação as questões étnicos raciais, faz com que ela se posicione do mesmo modo na prática docente.

Genom en holistisk syn, med utgångspunkt i vår uppfattning av entreprenörskap var från uppväxten gav vi oss ut på en så kallad Heffaklumpsjakt för att utveckla vår förförståelse för entreprenören. Via en kvadrohermeneutisk utgångspunkt och en abduktiv forskningsprocess tolkades tre livsberättelser med vad vi såg som riktiga entreprenörer. Utifrån livsberättelserna upptäckte vi egenskaper/beteenden som var viktiga för entreprenörernas framgång. De var oberoende, beslutsfattare, innovatörer, tävlare, människokännare och mentorer spelade roll för dem. Hur dessa egenskaper gav sig uttryck skilde sig hos de tre entreprenörerna. Vi insåg att det är orättvist att koppla egenskaperna till individer, egenskaperna är så pass breda och kan passa in på individer som inte direkt är entreprenörer. Däremot kan vi se att framkomna beteenden kan ge en god grund till entreprenörskap, men de är inte måsten hos en entreprenör. / Through a holistic outlook from out childhood and what we thought entrepreneurship was we tried to grasp the so called Heffalump. In that way we, were going to develop our preunderstanding about the entrepreneur. With a quadro-hermeneutics standpoint and an abductive research process three life stories were made with what we perceived as true entrepreneurs. From their life stories we came across characteristics/behaviours that were important for the success of the entrepreneurs. They were independent, decision makers, innovators, competitors, had high social skills and had help from mentors. These characteristics/behaviour expressed themselves in different manners with the entrepreneurs. We realized it would not be fair to connect them generally to all entrepreneurs since they are so wide and can fit many different types of people. We did, however realize that they instead of a requirement could make a good foundation for entrepreneurship.

This dissertation is the result of a masters research that aimed to understand how the musical formation of a music teacher focuses on teaching practices in basic education. This research was designed from two specific objectives: a) Identify formative experiences with music and teaching in the life stories of music teachers research participants (graduates of the Music course - Full Degree UFSM); and b) promote dialogue between formation and practice of music teachers in basic education. Data were stated on the oral narratives of life stories of teachers (ABRAHÃO, 2004; JOSSO, 2008; NÓVOA, 1992; OLIVEIRA, 2001, 20016; PERES, 2012; SOUZA, 2006) transiting between musical memories, and between the participants ' relationship with the music and with the teaching of music. Starting from an autobiographical approach, were punctuated the knowledge resulting from the experiences of students and music instruments promoting dialogues between these memories and the formations and acting teachers. With this integration of participants in understanding their own formations, the development of research was characterized as research-training (JOSSO, 2010), triggering processes of teacher's awareness about the formative experiences that they experienced. In the dialogues between participants, were revealed in the formation and knowledge identified periodizations and crucial moments (JOSSO 2004; 2010) in: pedagogical heritage themes (OLIVEIRA; PERES, 2011; ARROYO, 2012, reflections of teachers in their practices (ARROYO, 2013); lesson from the student and experiences with the music education (SOUZA, 2008; SUBTIL, 2007 and 2005; LOURO, 2008; DEWEY, 2011; PEREIRA, 2014) discussing the children's relationships with music (RAMOS, 2002; PONSO, 2011; PEDRINI 2013; WERLE, 2015); discussions about the University and relations with practice (MATEIRO, 2009 and 2003; PENNA, 2010). Horizontal/comparative analysis (BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001) resulted in two transversal dialogues: 1. The time in independent learning (NÓVOA, 2009; JOSSO, 2010; 2006 and 2004); 2. Profile of professor of music: a project under construction (JOSSO, 2004 and 2007). I hope, with this research, expand the design on the formation of music teacher in basic education, including life experiences related to teaching and music to their teachings. / Esta dissertação é resultado de uma pesquisa de mestrado que teve como objetivo compreender como a formação musical de um professor de música incide em suas práticas docentes na educação básica. Tal pesquisa foi delineada a partir de dois objetivos específicos: a) Identificar experiências formativas com a música e com a docência nas histórias de vida dos professores de música (egressos do curso de Música – Licenciatura Plena da UFSM) participantes da pesquisa; e b) Promover diálogos entre as formações e as atuações de professores de música na educação básica. Os dados foram produzidos nas narrativas orais de histórias de vida de professores (ABRAHÃO, 2004; JOSSO, 2008; NÓVOA, 1992; OLIVEIRA, 2001; 2016; PERES, 2012; SOUZA, 2006), traçando caminhos entre memórias musicais, e entre a relação dos participantes com a música e o ensino da música. Por meio de uma abordagem (auto)biográfica, foram pontuados os conhecimentos resultantes de suas experiências enquanto alunos de instrumentos e música, promovendo diálogos entre estas memórias e as formações e atuações docentes. Em decorrência desta inserção dos participantes na compreensão de suas próprias formações, o desenvolvimento da investigação foi caracterizado enquanto pesquisa-formação (JOSSO, 2010), desencadeando processos de conscientização do professor sobre as experiências formativas vivenciadas. Nos diálogos entre os participantes, foram revelados conhecimentos na formação e identificadas periodizações e momentos cruciais (JOSSO 2004; 2010) em temáticas como: herança pedagógica (OLIVEIRA; PERES, 2011; ARROYO, 2012), reflexos de professores em suas práticas (ARROYO, 2013); aula a partir do aluno e experiências com o ensino da música (SOUZA, 2008; SUBTIL, 2007; 2005; LOURO, 2008; DEWEY, 2011; PEREIRA, 2014,) discutindo as relações das crianças com a música (RAMOS, 2002; PONSO, 2011; PEDRINI 2013; WERLE, 2015); discussões sobre a universidade e relações com a prática (MATEIRO, 2009; 2003; PENNA, 2010). A análise horizontal/comparativa (BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001) resultou em dois diálogos transversais: 1. O tempo na autoformação (NÓVOA, 2009; JOSSO, 2010; 2006; 2004); e 2. Perfil do professor de música: um projeto em construção (JOSSO, 2007; 2004). Espero, com esta pesquisa, ampliar a concepção sobre a formação do professor de música atuante na educação básica, integrando experiências de vida, relacionadas ao ensino e à música, às suas docências.