Promoção da autorregulação do ensino e da aprendizagem em uma intervenção pedagógica na licenciatura em música da Universidade Federal de Pernambuco

Abstract

The main objective of this investigation was to understand strategies and results of the curricular integration of Learning Self-Regulation in a pedagogical intervention in an elective component of collective musical instrument teaching in the music teacher education at UFPE. The specific objectives were to understand the students' self-regulation at the beginning, during and at the end of the pedagogical intervention, as well as the self-regulatory process developed by the participants as learners and teachers; Understand the dialogues that occurred in the pedagogical action between the Self-Regulation of Learning (ARA) and instrumental training practices in the elective component special topics in music: didactic strategies for collective keyboard teaching in the degree course in music; Understand the strategies and self-regulatory skills developed by the participants; To present didactic-pedagogical propositions guided by the ARA for students and teachers of music and to indicate contributions and implications of the ARA for the initial formation of the music teacher. The construction process of the theoretical framework consisted of three thematic ramifications, namely: Self-Regulation of Learning under the perspective of Social Cognitive Theory, Collective Musical Instrument Teaching/Group Piano Teaching and Initial Music Teacher Training. We used as guiding models to understand the phenomenon, the model of cyclic self-regulatory phases, the triadic reciprocity and the dual role of the self-regulated teacher. Through a qualitative approach, we developed an action research. The intervention took place through the elective curricular component MU690 Special topics in music, in the music department of the Federal University of Pernambuco (UFPE) from February to May 2022. The data collection and production instruments were: questionnaires, semi-structured interviews and online and face-to-face classes recorded in audio. To unravel how the self-regulatory process occurred, we analyzed the data according to the dimensions of Self-regulation of Learning. We found that in order to promote didactic situations in the teaching of the instrument from the perspective of the ARA, it is necessary for the student to act in a dual role, that of reflective learner and teacher. The results revealed that students used effective strategies and skills to learn and teach in the individual and collective context of a musical instrument, categorized respectively according to the stages of strategies for instrumental practice and according to the stages of development of self-regulatory skills. The findings also brought implications and propositions for teaching and music education. We conclude that just as the present research proved to be effective in the context of higher education, it becomes relevant that self-regulatory processes are investigated and applied in multiple contexts of Music Education.