A formação dos licenciados em música da Universidade Federal do Cariri (UFCA) e sua docência na educação básica: as relações reveladas pelas narrativas dos egressos

• Ano de defesa: 2017
• Autor(a) principal: Azevêdo, Isaura Rute Gino de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Formação Docente; História de Vida; Ensino de Música; Educação Básica; Teacher Training; Life History; Music Education; Basic Education
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/31881

This thesis sought to understand the relationship between the training of undergraduate students in Music of the Federal University of Cariri (UFCA) and their performance as teachers in basic education. To this end, two basic parameters of analysis were established: musical training and pedagogical training. The theoretical framework for this research was based on the theme “pedagogical know how and music teacher training”. This theme was dealt with based on the discussions of the curriculum and the musical and pedagogical parameters in training courses of Music Teachers. The line of research chosen was a qualitative method, which resulted in a case study. A research technique focusing on the "History of Life and Education" of teachers was the methodology used. The collected data were made up of oral and written narratives of nine alumni working as music teachers in basic education, all undergraduates with a degree in Music from UFCA. The analysis took place in a shared process between researcher and group members. Based on this analysis, we concluded that the relationship established between the training offered by the degree in Music at UFCA and the teaching practice in basic education, when observing the musical training and pedagogical practice, are at odds. On the one hand, we agree that the musical training, conducted by the Music Course at UFCA, showed to be adequate as far as the musical knowledge required for the performance of its undergraduates in basic education schools. On the other hand, we find that the teacher training developed in that institution is marked by a number of shortcomings.