Aproximações e distanciamentos na docência virtual em música: narrativas de professores formadores em cursos de Pedagogia da UAB

Abstract

The doctoral thesis is linked to the Education and Arts Line (LP4) of the Postgraduate Program in Education at Federal University of Santa Maria (UFSM) and it is part of the group of studies and research "FAPEM: formation, action and research in musical education". It had the general objective of understanding the construction of virtual teaching in Music in Pedagogy courses linked to the Open University of Brazil (UAB) from narratives of the forming teachers. As specific objectives, initially, it was sought to know the formative trajectories with Music and with the teaching by UAB Pedagogy courses’ music teachers, in order to understand their relations in virtual teaching in Music; understand how pedagogical mediation and collective work occur in the Music subjects of these courses; and to analyze the challenges faced by teachers with the distance education musical and pedagogical-musical formation from teachers of early childhood education and the initial years of elementary education. In this way, the research is inserted in the studies of the University Pedagogy for focusing the teacher training of teachers working in higher education; it is based on Biographical Research, in seeking to listen to the teachers' narratives, that is, to consider their personal and professional formative trajectories with Music and teaching; and in the Grounded Theory, with a constructivist focus, for the analysis and interpretation of the data, as well as the theoretical understanding and deepening of the study. In order to carry out the research, in the two stages of the research, seven music teachers participated in five UAB Pedagogy courses. At each stage, individual narrative interviews were conducted with the teachers. From the analysis of the interviews, it was understood that virtual teaching is developed by teachers as an unfolding of teaching in higher education, reverberating also in presential teaching. At EaD, teachers have been building particular ways of teaching music, supported by their theoretical references and their professional experiences, with Music and Education in different contexts. With this study, it was reached to the thesis that the construction of virtual teaching in Music in the courses of Pedagogy of the UAB is woven in the midst of the relations of proximity and distance that teachers establish with EaD, technology, polyteaching, students and the course in the process of thinking and promoting the teaching of music at distance. When narrating about their teaching trajectories, relations of detachment occurred when the emphasis was placed on the limitations that were placed on virtual teaching, while those of proximity were created according to the possibilities envisioned and created from the experience in this modality of teaching, especially concerning to virtual music teaching in the formation for the generalist in the school. Finally, the relevance of this research to the areas of Education and Music is highlighted because it seeks to know and to understand the construction of the virtual teaching of music teachers and to weave reflections on the acting of these formers in the context of Distance Pedagogy courses, a subject underexplored by literature in both areas.