Com a batuta e sob a regência, o professor de arte: experiências de ensino e avaliação dos conteúdos de música nos anos finais do ensino fundamental da rede pública de Fortaleza

• Ano de defesa: 2020
• Autor(a) principal: Catrib, Sarah Fontenelle
• Orientador(a): Ribeiro, Ana Paula de Medeiros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Música - Estudo e ensino; Professores de arte; Avaliação Educacional
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/54290

This research aimed to analyze the teaching and evaluating practices of the music content employed by an art teacher in the final years of Elementary School in the municipal network of Fortaleza. In pursuing this general goal, the investigation dealt with more specific questions such as the art teacher’s knowledge about learning assessment, the teaching and evaluating methodologies utilized by her, and the assessment instruments proposed to the students. Therefore, we used field and documentary research, with data being collected by class observations, a semi-structured interview with the teacher and analysis of the assessment instruments applied. The data analysis was performed in accordance with the content (BARDIN, 2016), which allowed the identification of four units of analysis: (I) conceptions about planning and teaching practices; (II) conceptions about assessment; (III) observed educational practice and its relationship with associated evaluative practices; and (IV) assessment instruments. The study brings as theoretical foundation references in the fields of educational evaluation and musical education, utilizing the studies of authors such as Vianna (2000), Zabala (1998), Luckesi (1997) and Perrenoud (1999), who contribute to the reflection on learning assessment practice; and studies of music educators such as Fonterrada (2008), Penna (2015) e França (2010; 2014), who collaborate to the contextualization of music teaching in Brazilian public school, as well as to present the evaluative perspectives in school music education. Thus, through this research we diagnosed the reality of the teaching and evaluating practices of the music content in the public school in question, revealing the need to adapt the teaching and evaluating methodologies utilized, the contents taught and evaluated, as well as establishing a progressivity of such contents over the years.