Experiências de aprender a dar aulas de música antes do ingresso em curso de licenciatura

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, João Paulo de Rezende
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Música
• Palavras-chave em Português: Professor de música em formação; Música; Aprendizagem experiencial; Prática pedagógico-musical; Ciclo de formação do professor de música; Student music teacher preparation; Experiential learning; Student music teacher preparation cycle; Pedagogical-musical pratice; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30471; http://dx.doi.org/10.14393/ufu.di.2019.2443

The study discusses the musical-pedagogical preparation of four student music teachers from Federal University of Uberlândia before their entrance to the music teacher training course. The research aims to analyse how these pre-service student music teachers built their own ways of teaching before their undergraduate course. The research adopted a qualitative approach. The method employed was a single case study and the procedure for data collection was based on semi-structured interviews. To understand how these student music teachers learned how to become a non-qualified music teacher, we used the theory of experiencial learning as a theoretical framework. By supporting the existence of three musical-pedagogical formation stages (before, during, after undergraduate), we identified three stages across the first moment: (1) building a musical-pedagogical model for music lessons; (2) early experiences in classroom; (3) stabilizing the pedagogical work. Other studies are suggested as a way to expand the knowledge on the subject-matter which is seldom discussed in the area of music pedagogy.