A construção da docência em música no contexto do estágio supervisionado

Abstract

The aim of this research is to understand the process of teacher education in the formation of the music teacher from the narratives of the supervised stage experiences, describing and analyzing behaviors, postures, choices, strategies and teaching methodologies in the school routine. Authors such as Schön (2000), Alves (2011), Pimenta and Ghedin (2006) and Garcia (1999) constitute the theoretical reference of this study, from the perspective of the complexity of teaching construction and teacher reflection processes. The approach of this work is qualitative, being the research of autobiographical orientation, the methodological choice from the contributions of Zabalza (1994), Louro, Teixeira and Raposo (2014). The results of this research reveal the ways of building the pedagogical conduct of the trainee in music, understanding how the different knowledges are articulated in the teacher training and what are the subsidies that the trainee acquires throughout his / her training. The accomplishment of this investigation allowed to broaden the glances about the initial formation focusing on the critical reflection on the experiences lived in the school environment and helping in the construction of the identity of the future teacher.