Tornando-se professor de instrumento: narrativas de docentes-bacharéis

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Weber, Vanessa
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Santa Maria
BR
Educação
UFSM
Programa de Pós-Graduação em Educação
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/7147
Resumo: This dissertation relates to the Research Field of Education and Arts LP4, at the Education Graduate Department of Universidade Federal de Santa Maria (PPGE/UFSM) and to the study group Education, Action and Research in Music Education (FAPEM). The general objective was to understand the Bachelor in instrument s process of learning to teach musical instruments. In particular, we tried to understand their education process and to investigate the knowledge that these teachers mobilize when teaching their instrument. This research had a qualitative approach and adopted as its methodology the biographic-narrative investigation (BOLÍVAR, DOMINGO, 2006), through which the narratives of three bachelors who teach instruments were produced. By means of textual discursive analysis (MORAES; GALIAZZI, 2013), data analysis categories were created, which were interpreted based on the adopted theoretical framework. In this sense, the production of the text about the learning to teach and about the mobilized knowledge was based on studies by Bolzan (2002), Bolzan and Isaia (2006), Isaia and Bolzan (2009, 2010), Gauthier et al. (2006) e Tardif (2012). While we are aware that the three collaborator s narratives do not represent the totality of the educational path for teaching, we conclude that each bachelor in instrument becomes a teacher-bachelor through the construction and mobilization of knowledge, which are integrated to the being a teacher through education and experience with pedagogical practice. Furthermore, besides the knowledge described by Gauthier et al. (2006) an Tardif (2012), we identified the performance knowledge, which is specific of the instrument teacher.