Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Souza, Siméia Almeida
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| Orientador(a): |
Mussi, Amali de Angelis
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Educação
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.uefs.br:8080/handle/tede/848
|
Resumo: |
Thiswork, titledLearnershipofTeaching: themobilizationofmusicundergraduates’ knowledge in thecontextofInitiationtoTeachingProgram - PIBID. It has as mainobjectivetounderstandhowtheformativeexperienceof PIBID moblizestheknowledgesofteachingdevelopedbythescholarshipholdersfrom Music TeachingDegreeof Feira de Santana StateUniversity - UEFS. Specifically, it soughtto: describetheteaching’sknowledgeslearnedonteachers’ initialformationwho are presentson Music Subprojectof PIBID/UEFS, fromresearchsubjects’ perspective; toidentifypedagogicalsituationsvaluedbystudentstoelaboration/re-elaborationofteachingknowledgewhenparticipated in PIBID duringtheirinitialformationandtoanalizethecontribuitionsthat PIBID/UEFS offerstoarticulatepraticeandtheoryonmusictheacher’sformation. The theoreticalcategoriesthatgavesupporttothisinvestigationwas: learningprocesstoteaching, teachers’ knowledgeandmusicteaching. Thisresearchisbasedonqualitativemethodology. In its participate as subjects 8 studentsof Music Degreecourse, scholarshipholdersof PIBID. The adopted procedures wasquestionnaireandOperativesDiscussionGroups (GDGO). In additiontothese procedures, it wasusedtheanalysisofdocuments for thehistoricalandpoliticalcontextualizationoftheprogram. The data, produced in 2017, baseduponthedevelopmentprogramby CAPES’ announcement 061/2013, wassubmittedtocontentanalysisandarguedfromthreecategories: a) professional learningofteaching; b) teaching’sknowledgesstrengthened in PIBID space, c) #FICAPIBD: the PIBID withthirdspaceofformation. The analysiscontributestotheunderstandingthatthe approach ofthe Music Teachingcoursewiththecontextofbasiceducation makes it possible for studentstoidentifythemselveswithteachingand make it a conscious professional choice. The experienceofteachingalsoprovides a dialogue space, andcollaborativelearningamongscholarshipholdersofinitiationtoteachingandprofessors (supervisorsandcoordinators), whichcontributestotheconstructionandstrengthening knowledgeproperofteaching. For therelationpracticeandtheory, thestudentsrevealedappropriationandmobilizationofdifferentknowledges in the professional actionfield, which helps the professional learning. The PIBID participationexperiencehelpedtothesestudentsto realize what in factistobe a teacher, thedifficultiesandcomplexitiesofthejobandwhichknowledgetheyhaveto mobilize in orderto assume a classroom, contributingto build a teacheridentity. In addition, thescholarshippolicycooperatetomaintenance in teacherjobandcourseconclusion. The researchcollaboratetounderstandactualcenarioofeducational policies andtheprocessoflearningtoteachingduringtherealizationofinitialformationcoursesofteachers. Reinforcestothenecessityofconsolidationofprogramsand policies ofteachersinitiation in teachersformations, withemphasistoPIBiDformatimplantedby CAPES’ announcement 061/2013, constituting as great avance in theteachers’ initialformationprogrampolicy |
