Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Ribeiro, Andréia Novaes Souto
 |
| Orientador(a): |
Bioto-Cavalcanti, Patricia Aparecida |
| Banca de defesa: |
Bioto-Cavalcanti, Patricia Aparecida,
Terçariol, Adriana Aparecida de Lima,
Panizzolo, Cláudia,
Miranda, Nonato Assis de,
Teixeira, Rosiley Aparecida |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
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| Programa de Pós-Graduação: |
Programa de Mestrado em Gestão e Práticas Educacionais
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| Departamento: |
Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2445
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Resumo: |
The present study had as object the continuing and in-service training in Musical Education of Early Childhood Education teachers in a municipal school of São Paulo. From this object of study, concerns emerged that motivated and directed the development of this research: What elements related to musical education does a teacher of early childhood education need in his continuing education? How can teachers work with music in the classroom in early childhood education? How can the moments of formation in the Special Training Integral Journey (JEIF) contribute to the reflection and qualification of teaching practice in the work with music? With the questions presented, the general objective was to analyze the contribution of continuing education to work with music in early childhood education, with a view to training that promotes reflection, qualification, and good teaching practices. As specific objectives, we have: (1) to identify the educational needs of a teacher of Early Childhood Education to work with music; (2) to verify how in-service training moments can contribute to the reflection and qualification of teaching practice regarding Music Education and (3) to analyze how training can contribute with good pedagogical practices for working with music. Our hypothesis was that teachers use music only at specific times and were unaware of the potential of this language with children. The research was developed according to a qualitative approach of research-training, whose collection instruments were observations in the classroom and semi-structured interviews. The research universe was composed of formative meetings, covering all segments of an EMEI in the periphery of the northern area of São Paulo. There were moments of continuous and in-service training for teaching staff at JEIFs, for all employees at Pedagogical Meetings and two Family Days involving the community. We conducted observations in 4 early childhood classrooms. The research is based on the following authors: Gatti et al. (2019), Moriconi (2017), Nóvoa (1995), in the continuing education category, Brito (2003), Fonterrada (2008) and Schafer (2011), in the music education category. The study is also guided, by authors of Critical Pedagogy, mainly Paulo Freire. We did a document analysis at federal and municipal level. Preliminary data indicated that continuing and in-service training on working with music contributed so that Early Childhood Education teachers could be sensitized with music, understanding the contribution of this language to this age group, understanding, and appropriating this curriculum and developing good musical practices with children. |
