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Previous issue date: 2017-03-31 / Esta disserta??o tem como objetivo analisar o processo de autonomia docente constru?do pelo educador musical egresso do Curso de Licenciatura Plena em M?sica (CLPM) da UFRN, a partir do Est?gio Supervisionado. ? uma Pesquisa de base qualitativa, com fundamenta??o te?rica baseada no di?logo com autores como Freire (2014), Pimenta (2012), Contreras (2002) e Zatti (2007). A inser??o da pesquisadora no campo deu-se a partir do cumprimento do componente curricular Est?gio Supervisionado I pelo CLPM ofertado pela UFRN, no per?odo de 2014.1, tendo assim por via desta viv?ncia, adquirido certa experi?ncia para com o p?blico alvo referido. Esta pesquisa foi realizada com 6 egressos do referido Curso que cumpriram o componente curricular referente ao Est?gio Supervisionado I (na Educa??o Infantil) nos per?odos de 2013.1 e 2014.1. A partir do est?gio realizado em contextualiza??es diversas de Educa??o Infantil, foi investigado como se estruturou o processo inicial de autonomia docente do educador musical que fez o seu Est?gio Supervisionado direcionado ? Educa??o Infantil nestes contextos. Dessa forma, o Est?gio Supervisionado ? percebido como uma pr?tica que proporciona posturas aut?nomas e que ressignifica a??es da pr?tica pedag?gica, compondo assim um repert?rio did?tico que favorece a a??o do estagi?rio junto ao compromisso com a qualidade do trabalho que desenvolver? ap?s sua forma??o inicial. Como t?cnica de pesquisa, foi aplicado um question?rio aberto acerca da contextualiza??o entre seus est?gios e o locus aonde os est?gios foram cumpridos, bem como atrav?s da an?lise de relat?rio de est?gio e da pr?pria estrutura curricular do CLPM / UFRN. Os resultados da pesquisa deram-se por uma an?lise de conte?do baseada nas fundamenta??es de Bardin (2011). Por meio desta investiga??o, conhecemos as experi?ncias profissionais vivenciadas pelos egressos do CLPM da UFRN, que contribu?ram para a constru??o de uma autonomia docente a partir da inser??o destes estagi?rios nas escolas de Educa??o Infantil, experi?ncias estas, que marcaram a vida inicial destes (as) educador (as). Os (as) participantes desta pesquisa s?o jovens rec?m-formados (as) que est?o agora a adentrar oficialmente no universo da doc?ncia. Esta pesquisa tamb?m traz considera??es sobre a inf?ncia, onde s?o tra?ados di?logos com autores envolvidos no processo do educar nesta fase de aprendizagem. Os di?logos tra?ados apontam a crian?a como um ser social, bem como tra?a um breve hist?rico sobre o per?odo da Educa??o Infantil. / This dissertation aims to analyze the process of teacher autonomy built by the musical educator graduated from the course of Full Licenciate in Music (CLPM) of UFRN, from the supervised stage. It is a qualitative research, with a theoretical basis based on dialogue with authors such as Freire (2014), Pimenta (2012), Contreras (2002) and Zatti (2007). The insertion of the researcher in the field was based on the completion of the curricular component Supervised Stage I by CLPM offered by UFRN, in the period of 2014.1. Of this experience, acquired certain experience with the target public referred to. This research was carried out with six graduates of this Course who fulfilled the curricular component related to Supervised Internship I (in Early Childhood Education) in the periods of 2013.1 and 2014.1. From the stage realized in diverse contextualizations of Early Childhood Education, it was investigated how the initial process of teacher autonomy of the Musical Educator was structured that made its supervised stage directed to Early Childhood Education in these contexts. In this way, the supervised stage is perceived as a practice that provides autonomous postures and that resigns actions of the pedagogical practice, thus composing a didactic repertoire that favors the action of the trainee along with the commitment to the quality of the work that will develop after his initial formation. As a research technique, an open questionnaire was used about the contextualization between is stages and the locus where the stages were fulfilled, as well as through the analysis of the internship report and the CLPM / UFRN curriculum structure. The results of the search were based on a content analysis based on the foundations of Bardin (2011). Through this research we know the professional experiences experienced by the graduates of the undergraduate CLPM of UFRN, who contributed to the construction of a teaching autonomy from the insertion of these trainees in the schools of Early Childhood, impressions these, which marked the initial life of these educators. The participants of this research are young graduates who are now officially entering the universe of teaching. This research also brings considerations about childhood, where dialogues are drawn with authors involved in the process of educating in this phase of learning. The dialogues traced the child as a social being, as well as a brief history about the period of Early Childhood Education.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23629 |
| Date | 31 March 2017 |
| Creators | Fernandes, Midiam de Souza |
| 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, Valeria L?zaro de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM M?SICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| 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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