Educação infantil nos cursos de licenciatura em música: um olhar sobre a formação docente

• Ano de defesa: 2018
• Autor(a) principal: Gomes, Carolina Chaves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Música; Programa de Pós-Graduação em Música; UFPB
• Palavras-chave em Português: Educação musical infantil; Formação docente; Ensino superior; Children's musical education; Teacher training; Higher education; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/13093

Articulating different fields - music education, early childhood education and higher education - I realized that the spaces of childhood have required the professional performance of the musical educator, and the quality of teacher education in higher education is a current challenge. Thus, it is the general objective of this research to understand how the insertion of children's education has been given in undergraduate courses in music from the federal institutions of higher education (IES) of the capitals of the northeast region and which conceptions and didactic-pedagogical orientations guide the formation teacher for acting in childhood. Specifically, it seeks to identify and discuss elements of the literature and official documents that address and legitimize the presence of the theme of children's education in music teacher education; to identify the Federal Universities of capitals of the northeast region that have undergraduate courses in Music; to verify and diagnose the presence of children's education topics in the curricula of music majors in these IES in terms of both teaching and extension, including disciplines and menus; discuss and understand general aspects related to the presence of this topic in the initial formation of musical educators identifying perspectives, professional prospection, conceptions and results; to verify the importance and the probable impact of knowledge and skills in music for early childhood education in initial training at undergraduate level. In this way, we analyzed the Pedagogical Projects of Music Teacher Course of federal IES of the Northeastern capitals, applied semi-structured questionnaire with coordinators or representatives and, later, conducted an interview with teachers identified as those who deal with aspects of Children's Musical Education (EMI) in these courses. For this, it was admitted a confluence between the qualitative and quantitative approaches of research with epistemic discussion based on the socio-historical perspective. I have noticed that the issues that concern me in EMI are also recurrent in the literature, namely: teaching practice and practice, public policies and teacher training. From the term childhood, I carry out a more in-depth discussion about the term EMI and I argue that because of its very distinct characteristics defined by the field of activity and the knowledge mobilized for the effectiveness of its praxis, it is considered in its specificity, recognized as a phenomenon, field of knowledge and specific practices. In most of the courses investigated EMI is present in the disciplines, followed by extension courses and events, highlighting supervised internships. In this sense, I emphasize the conception that EMI reveals itself exclusively in practice, given the low expressiveness (n=1) of the research among IES. From the interviews it was possible to perceive a certain pioneerism of the professors responders in developing actions in EMI in their universities. They believe that the theme is of extreme relevance given the specificities involved, however, the perspectives seem to be restricted, by the field of professional action, by the vision of the other teachers of the course, or by encompassing specific models and practices reproduced without reflecting or advancing. The protagonism of the students appears as a solution to the insufficient formation if considered only the compulsory curriculum. The main challenges will be solved as the university revisits EMI practices and models, moving forward in practical and conceptual aspects.