Educação Musical no Ensino Médio Integrado: um estudo multicaso sobre concepções e práticas curriculares com professores de música de um Instituto Federal de Educação, Ciência e Tecnologia

• Ano de defesa: 2017
• Autor(a) principal: Ribeiro, Robson Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Música; Programa de Pós-Graduação em Música; UFPB
• Palavras-chave em Português: Currículo; Educação musical; Ensino médio integrado; Curriculum; Music education; Technical degree courses integrated with secondary school; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/11365

The purpose of this research is to understand curricular conceptions and practices of three teachers working in technical degree courses integrated with secondary school at IF# (a Federal Institute of Education, Science and Technology in Northeast, Brazil). Concepts from sociological and curricular theories support this study. From sociological theories, we use the concept of habitus, by Bourdieu, and the concept of tactics, by Certeau; from curricular theories, we recur to the studies that take everyday life as a means to social analysis. Based on the work of Pereira, we use the notion of conservatorial habitus to find out which conceptions and practices are mobilized by teachers to construct the music curriculum for technical degree courses integrated with secondary school, as we understand that their choices may proceed from a sense of what is natural acting in an unconscious or semiconscious way in everyday life. The concept of habitus helps us to see how conceptions and practices are conformed by a set of past conditions that persist unaltered over time, while the concept of tactics helps us to notice those conceptions and practices that escape such control. By this point of view, everyday life is a space/time where practices are shaped by the habitus as much as a space/time where they are created or invented by the tactics. This research was developed as a multi-case study with three art teachers working in technical degree courses integrated with secondary school at IF#. The teachers have a major degree in music education and accepted to participate in this research as volunteers. Interviews and classroom observations were used as data collection techniques. For each teacher, an interview was made before the period of observations and another one in the last day of observation. The teachers were contacted also by e-mail. The observations took place in three different art classrooms, at three different campi of IF#, according to the workplace of each teacher. Ten observations were made in each art classroom. The observations were registered in a field notebook. Legal and institutional documents were collected to complement the data pertinent to the cases. Data analysis revealed a great diversity of curricular conceptions and practices, but also some common aspects linking the three teachers, such as: a well-structured curriculum, though not usually registered in any curricular document; flexible curricular practices, adapting the curriculum to everyday life circumstances; curricular conceptions and practices strongly attached to teacher education and to teacher experiences, as well as to the local situations found in workplace; curricular conceptions and practices transformations along time, generally associated with reflective practice; curricular conceptions and practices divorced from legal and institutional norms, from music education literature and from the musics of young culture. The research showed that curricular conceptions and practices hold by music teachers working in technical degree courses integrated with secondary school at IF# cannot be explained by single categories alone. Therefore, such classifications as “conservatorial”, or “renewed”, or any other, should be used carefully when applied to them. In the context of this research, the teachers’ curricular conceptions and practices appeared as a blend of diverse factors, though they could also tend to conform to the conservatoire model or to depart from it.