Ser e se formar professor de música: um estudo de narrativas (auto) biográficas sobre a atuação profissional na educação básica
This construct aims to identify the pedagogical experiences that contributed to the formation of a student who participated in the practices of the music curriculum applied to Elementary School - Early Years, set in the NEI/CAp-UFRN institution. It constitutes a qualitative research, which appropria...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/33772 |
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| Resumo: | This construct aims to identify the pedagogical experiences that contributed to the formation of a student who participated in the practices of the music curriculum applied to Elementary School - Early Years, set in the NEI/CAp-UFRN institution. It constitutes a qualitative research, which appropriates the narratives of life and the (auto)biographical approach as a methodology. It aims to present the formative experiences when visiting self-knowledge (JOSSO, 2002) together with a reflective look at academic training, the relationship of the subject and decision-making before the teacher, through self-writing and self-reflection. The discussions raised about the path of teacher training in music education become present in the dialogue of teaching practice, professional identification and teaching knowledge. When entering the narratives of life, the self-listening and recollection of the experience was initially experienced, in order to approach the teaching action, by presenting the first experiences of the educational practices experienced, promoted by the ambience of the training site. In this, the formative experiences made possible through the teaching performance are evident, when debuting as an actor and author of academic training. It is observed that in music teaching performances, being an educator also evokes skills that must be acquired and refined throughout teaching, permeated by singularities and peculiarities that must be experienced according to the environment in which it is inserted as an actor. Finally, the point is that the place where the apprentice moves tends to do it and remake it, in an active and perpetual (re)construction by him wherever he goes. |
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