Processo de construção e mobilização dos saberes docentes : um estudo com professores de instrumento de uma licenciatura em música

Abstract

This work aimed to understand, from the speeches of instrument teachers of a degree in music, the knowledge constructed and mobilized in the teaching of musical instruments in this context. The specific objectives that helped us to reach the general objective were: 1) Characterize the degree in music in which the professors work; 2) Analyze the construction of knowledge along the trajectories of formation and professional performance of teachers; 3) Identify the teachers' conceptions regarding instrumental training in the Degree in Music; 4) Analyze the knowledge mobilized in instrument classes. We adopted works dealing with teaching knowledge as a reference (TARDIF, 2014; GAUTHIER et al., 1998; PIMENTA, 1999; SHULMAN, 1986; 1987. In our methodology, we adopted a qualitative approach as a research strategy, combined with narrative interviews to compose the data and Bardin's content analysis (1977) as a technique for analyzing the collected data. We were able to conclude that the knowledge of professors who work in the teaching degree are related to their training and professional careers and that their conceptions are also influenced by their trajectory. In addition, research plays an important role in the teacher's pedagogical training, when carried out in dialogue with pedagogical practice. There are also certain types of knowledge that emerge from practice, such as those related to: understanding the limits and possibilities based on knowledge of the students' profile, that is, aspects related to musical experiences, preferences, etc.; the need to adapt the pedagogical process to the students, that is, adapt what is required according to the students' profile; build the educational process together with the student, that is, aspects linked to practice that seek, in some way, to include the student in the discipline; shared learning, that is, the construction of a favorable space for the exchange of ideas between students and between students and teachers; to know the difficulties of the students; the pedagogical work on students' difficulties, or what teachers do to promote the overcoming of students' difficulties; knowing how to learn to know how to teach, which is about thinking about other ways of studying that can be useful in graduation; the work of developing pedagogical skills and abilities in students, which deals with an intentional aspect of professional development for students in instrumental practice disciplines; and the evaluation according to the process, which implies a temporal follow-up in the development of the students' knowledge, as well as the adaptation of the evaluation according to the student. Such points are related to knowledge from experience, curriculum, pedagogical/professional/science of education, disciplinary knowledge, knowledge of pedagogical tradition, knowledge of students and their characteristics, knowledge of contexts, knowledge of educational purposes. From the trajectories we identified that such knowledge is temporal, not static and social.