Aprender a ensinar no estágio supervisionado: a profissionalidade docente como referência

Abstract

This essay focuses on discussing the formation of music teachers, with a focus on learning teaching in the supervised internship. Taking as a starting point the idea of training for a profession, the arguments are based on concepts such as training, professionality, identity and socialization to defend the following thesis: the degree course in music trains music teachers to teach music, and the processes of socialization throughout the supervised internship contribute to building teacher identities and professionality. The conception of supervised intershipas a transition rite and a space for multiple encounters supports the proposal of a didactic approach to learn to teach music, which has as a reference the professionality of the professional group. The Learning Cycles organized in three phases can be summarized as follows: he does (supervising teacher), we do (supervising teacher and graduate student), I do (graduate student). The suggestion is that the graduate student goes under the experience with different types of didactic actions of class management and learning management. The phases designed as a process can be organized according to the professional development needs of each undergraduate. The record and reflection on the content of the different Learning Cycles configured throughout the course can contribute to bring to light the process of building the identity and professionalityof the future teacher in Music Education courses.