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Previous issue date: 2015-05-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A Educa??o Musical no Brasil tem ganhado seu espa?o no cen?rio educacional brasileiro,
fazendo com que se repense a forma??o inicial do educador musical na contemporaneidade.
Partindo deste entendimento, este trabalho tem como objetivo geral analisar a articula??o de
saberes docentes que o subprojeto de m?sica do PIBID/UFRN proporciona no processo
formativo docente dos bolsistas participantes. Para tal feito, determinamos trilhar os seguintes
caminhos: investigar quais s?o os principais saberes que constituem a forma??o do educador
musical; identificar a(s) natureza(s) (epistemol?gicos, filos?ficos, sociais, afetivos,
pedag?gicos etc.) desses saberes na forma??o docente em m?sica; verificar como os saberes
docentes s?o adquiridos na forma??o inicial em m?sica e pesquisar as articula??es entre os
saberes docentes e a contribui??o do PIBID M?sica/UFRN nesse processo. A metodologia
aplicada ? de abordagem prioritamente qualitativa atrav?s do m?todo do estudo de caso, no
qual foram desenvolvidas duas etapas. A primeira fase caracterizou-se pela identifica??o do
perfil dos bolsistas investigados e pelos saberes docentes constituintes do processo formativo
do educador musical e suas naturezas, bem como a(s) maneira(s) pela qual (is) esses saberes
s?o adquiridos na forma??o inicial do licenciando em m?sica. A segunda fase foi analisar
como ocorre a articula??o desses saberes docentes a partir da perspectiva do PIBID. O
referencial te?rico que embasa essa pesquisa ? TARDIF (2013), complementados por autores
da Educa??o Musical (Bellochio, 2003a, 2003b; Queiroz, 2014; Del Ben, 2003) e da
Educa??o (N?voa, 1995a, 1995b, 2009; Gauthier et al., 1998; Pimenta, 1999), entre outros. A
coleta de dados na primeira fase se deu por entrevistas semiestruturadas, onde atrav?s da
an?lise de conte?do (BARDIN, 2011) e do referencial te?rico adotado pode-se identificar os
saberes docentes que norteiam a forma??o inicial do educador musical na contemporaneidade
e a rela??o que o PIBID M?sica/UFRN constr?i com esses saberes. Como resultados
alcan?ados com esta pesquisa, apresento o PIBID como um instrumento potencializador na
forma??o de professores a partir de seu crescimento e fortalecimento em todo o Brasil. No
prisma do subprojeto de m?sica do PIBID/UFRN, ? poss?vel afirmar o PIBID como um
articulador na constru??o e reconstru??o dos saberes docentes na forma??o inicial docente em
m?sica. Portanto, espera-se que com este trabalho a forma??o docente em M?sica possa
oportunizar a articula??o dos saberes docentes no contexto real da sala de aula, consolidando,
assim, o espa?o da m?sica e do educador musical na escola regular, bem como contribua de
forma significativa para o fortalecimento do PIBID M?sica da UFRN. / Music Education in Brazil has gained its place on the Brazilian educational scene, causing a
rethinking of the contemporary music educator?s initial training. Based on this understanding,
the main objective of this work is to analyze the articulation of teaching knowledge that the
music subproject PIBID / UFRN provides the participating fellows in the teacher training
process. To this end, the subsequent paths were followed: an investigation of what is the main
knowledge that constitutes the formation of the music educator; an identification of the
nature(s) (epistemological, philosophical, social, emotional, educational, etc.) of this
knowledge in music teacher training; observation of how teachers acquire knowledge in initial
music training; and the researching of the interrelationship between teaching knowledge and
the contribution of PIBID Music / UFRN in this process. The methodology used is a priority
qualitative approach through the case study method, developed in two steps. The first phase
characterized the profile identification of the scholarship students investigated, the teaching
knowledge provided throughout and the nature of the music educator?s formation process, as
well as the way(s) in which the educator acquires this knowledge in initial music training. The
second phase analyzed how the articulation of this teaching knowledge occurs, from the
perspective of PIBID. The theoretical framework that supports this research is Tardif (2013),
complemented by authors of Musical Education (Bellochio, 2003a, 2003b; Queiroz, 2014;
Del Ben, 2003) and Education (N?voa, 1995a, 1995b, 2009; Gauthier et al. 1998; Pimenta,
1999), among others. Data collection in the first phase occurred through semi-structured
interviews, where with content analysis (Bardin, 2011) and the theoretical framework
adopted, the teacher knowledge that guides the initial formation of the contemporary music
educator can be identified, as well as the relationship that the PIBID Music / UFRN builds
with this knowledge. The results achieved with this research allow us to present the PIBID as
a developmental tool in the education of teachers, from their growth and strengthening
throughout Brazil. The prism of the PIBID music subproject / UFRN, the PIBID is an
articulator in the construction and reconstruction of teaching knowledge in initial music
teacher training. Therefore, it is hoped that with this work, music teacher training can create
opportunities for articulation of teaching knowledge in the real context of the classroom, thus
consolidating, the space of music and the music educator in regular schools, as well as
contributing significantly to the strengthening of the PIBID Music UFRN.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20351 |
| Date | 25 May 2015 |
| Creators | Nascimento, Catarina Aracelle Porto do |
| Contributors | 84491540659, http://lattes.cnpq.br/9224599605968743, Carvalho, Val?ria L?zaro de, 46752900787, http://lattes.cnpq.br/3105836389884284, Bellochio, Cl?udia Ribeiro, 42063736049, http://lattes.cnpq.br/8653053694824805, Mendes, Jean Joubert Freitas |
| Publisher | Universidade Federal do Rio Grande do Norte, 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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