Educação musical: variantes de práticas docentes na escola básica

Abstract

This master thesis is an investigation about the music teacher, focused on his practice in elementary school. This research investigated how the teaching consolidates his teaching practice. The main research questions are: how do music educators develop their educational practices? Which structures give meaning to them? Which concepts and knowledge justify their methodological actions in the classroom? The methodology adopted for this research comprised a multicase qualitative study and the main tools for data collection were interviews and observations. I focused on the practices of three general music teachers from the music program of the Municipal Office Education in Itabirito/MG, founded in 2005. The data analysis occurred in two distinct phases, contributing to an understanding of the subject both a uniqueas global perspective. First, each teacher was observed as a single full case itself, organized into three categories that focused on their initial musical training, academic and vocational training and teaching practice. Subsequently performed a cross-sectional analysis guided by the research questions, culminating in three others categories that constitute the research findings, the variants of music teaching practices. The results of this investigation showed that variants of the training, community and interference collaborate for a nonlinear, dynamic and plural teaching practices, referring to teacher training, the relations with others professionals in the field of music and the unstable dynamics of the classroom.