O binômio formação/atuação profissional a partir do olhar do discente e do egresso do curso de licenciatura em música da UFSJ

Abstract

This study aimed to investigate how the egress and the students perceive the formation offered by the Music Degree Course of UFSJ and relates it to their professional practice. The formation of the musician-educator was approached from the competence perspective, a term with polysemic characteristics here defined as the ability to mobilize knowledge, skills, attitudes and personal characteristics effectively, according to the nature of the work (OIT, 2002), and from three dimensions - artistic, pedagogical and research – which had Zaragozà (2012), Perrenoud (2000); Renshaw (2007) and Demo (2015) as main references. Other references related to the formation of the music teacher pointed to some aspects of this kind of formation which configured axes of analysis of the Pedagogical Project of the course, as well as of the quantitative and qualitative research data. They are: degree identity; egress profile; inherent acquaintance - knowledge and skills - of formation; practice spaces; and professional practice spaces. In methodological terms, a mixed research model was used, with the alternation of quantitative and qualitative steps, in order to obtain a more complete view of the studied phenomenon. The quantitative data were collected through questionnaires applied to students, in order to draw a descriptive profile of the subjects and to seek these subjects‘ view about their formation. The qualitative data were collected through semi-structured interviews with 12 egresses from 2010 to 2016 in order to investigate their view on their formation and how they relate it to professional practice. The content analysis was the technique used to analyze qualitative data and seven categories emerged from it, which were discussed according to the studied theoretical framework: reflective attitude, acquired knowledge, gaps in formation, outstanding memories of education, challenges faced, continued education and acquired competences in professional practice. The results showed contributions of education for the improvement of the artistic and pedagogical practices of the egresses, acquisition of knowledge and skills necessary for professional practice and the development of a reflective attitude in relation to practice, that is, the effectiveness of the formation offered in the course of UFSJ in relation to the egresses‘ professional performance. The results also point to the need to consider the demands of the professional practice space as the starting point for the critical evaluation of formation, analyzing the gaps, such as inclusive education, school management and diversity. From the results it was possible to conclude that the formation offered in the course was relevant in many aspects of the professional performance of the egresses; it is in the space of professional practice that already consolidated competences can be activated and new ones can be developed; and that it is essential to look for the most effective and agile way of reformulating the curriculum that can serve a society in a continuous process of transformation.