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Previous issue date: 2016-11-25 / O Est?gio Supervisionado ? uma quest?o discutida no campo da Educa??o Musical como forte instrumento na forma??o docente, em raz?o de aproximar o licenciando com a realidade profissional. Partindo dessa premissa, esta Pesquisa teve como objetivo analisar o processo de constru??o da identidade profissional do docente, especificamente daquele licenciado em M?sica pela Escola de M?sica da Universidade Federal do Rio Grande do Norte (EMUFRN). A metodologia aplicada foi de abordagem qualitativa atrav?s do m?todo do estudo de caso. Como t?cnicas de pesquisa, trabalhou-se com an?lise de documentos, aplica??o de question?rio e entrevista semiestruturada. O referencial te?rico foi embasado nos estudos de Mizukami (2005-2006), N?voa (2009), Pimenta (2012), complementados por autores da Educa??o Musical, como Bellochio (2003), Mateiro; Souza (2014a), Buchmann (2008), Azevedo (2007) e Tourinho (1995), cujas pesquisas focam na forma??o docente. Os participantes da pesquisa foram 4 docentes selecionados das redes p?blica e privada de ensino da cidade de Natal/RN, egressos do curso de Licenciatura em M?sica da EMUFRN formados entre os anos de 2010 e 2014. A an?lise dos dados foi realizada por meio da an?lise de conte?do, abordando quest?es que remetem a uma reflex?o acerca do modelo e procedimentos do Est?gio Supervisionado na EMUFRN. Espera-se com esse Trabalho contribuir de forma significativa na constru??o da identidade do professor de M?sica reconhecendo no Est?gio Supervisionado o espa?o formativo fundamental desse processo. / The Supervised Internship is a question discussed in the field of music education as a powerful tool in teacher training, because of the licensing approach with the professional reality. From this premise, this study aimed to analyze the teaching of professional identity construction process, specifically that graduation of music by Music School of the Federal University of de Rio Grande do Norte (EMUFRN). The methodology was qualitative approach through the case study method. Research techniques, worked with document analysis, quiz and semi-structured interview. The theoretical framework was based on studies of Mizukami (2005-2006), N?voa (2009), Pimenta (2012), supplemented by authors of Music Education as Bellochio (2003), Mateiro; Souza (2014a), Buchmann (2008), Azevedo (2007) and Tourinho (1995), whose research focus on teacher training. The participants were 4 teachers selected from public and private schools in the city of Natal / RN, Music Licensing course of EMUFRN formed between the years 2010 and 2014. Data analysis was performed through content analysis addressing issues that refer to a reflection on the model and procedures of supervised internship in EMUFRN. It is expeceted that with this work significantly contribute in the building of the music teacher recognizing the Supervised Internship elementary formative space of this process.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22479 |
| Date | 25 November 2016 |
| Creators | Campos, Anne Charlyenne Saraiva |
| Contributors | 46752900787, http://lattes.cnpq.br/3105836389884284, Santos, Carla Pereira dos, 88596044434, http://lattes.cnpq.br/0002029685789732, Le?o, Eliane, 10145982149, http://lattes.cnpq.br/9925619017259931, Carvalho, Val?ria L?zaro de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM M?SICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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