A música no curso de pedagogia da Universidade Federal de Santa Maria: da arena legal à arena prática

Abstract

This thesis was developed at the Doctorate degree in Education from the Postgraduate Studies in Education from the Universidade Federal de Santa Maria, in the Research Education and Arts research line (LP4), and it‟s linked to the group of research Formation, Action and Research in Musical Education – FAPEM. The general objective of this research was to understand the place of the music in a legal arena and its places in the practical arena in the daytime Pedagogy Course from UFSM, from the Approach of the Political Cycle (BALL, BOWE and GOLD, 1992; BALL, 1994) and from the recontextualization processes (BERNSTEIN, 1996). Specifically, it was aimed (a) to analyze the context, the influence and the National Curricular Guidelines text production to the Pedagogy Graduation Course – DCNP (2006), having as the base the constitution of the knowledge to be taught in the pedagogist formation and the music place in this formation; (b) understand the stablished relations in the macro scope DCNP (2006) in the construction and in the text production of the Political – Pedagogical Project of the Pedagogy Course – Daytime Full Degree in Pedagogy from the UFSM/RS and the Music places in the curricular matrix of the Course; (c) knowing the practical arena the recontextualization processes happened in the Music and Musical Education subject at the Pedagogy Course, from four contexts in the politician cycle (influence, text production, practice and results/efects). The methodological approach of this research was qualitative, having as the method the intrinsic case study (STAKE, 2007). The instruments of the data production were legal documents, specifically the National Curricular Guidelines of the Pedagogy Graduation Course- DCNP (2006) and the Political – Pedagogical Project of the Course – Full Degree Pedagogy of the UFSM (PPPC – 2007). It was accomplished, together, semistructured interviews with four Music teachers, three Supervised Internship teachers and structured interviews with twenty-five students in a Supervised Internship. The data analyzis was composed by the documentary analysis from the influence contexts and the text prodution of the DCNP (2006), the context of the text production PPPC (2007) and the content analysis (BARDIN, 1979) in semistructured and structured interviews. The research report of the thesis is organized in four parts, the first is constituted by the theoretical approach, the political cycle of Ball, Bowe and Gold (1992), Ball (1994), Mainardes (2006, 2007), Lopes and Macedo (2011), among others. In this part it is also brought the recontextualization concept of the theory of the pedagogical device of Basil Bernstein (1996). The second part is composed by a literature review of educational policies that oriented/organized the Pedagogy Course in Brasil, from authors like Bissolli da Silva (1999), Bellochio (2000), Aguiar et. al (2006), Saviani (2007), Scheibe (2007a and 2007b), Brzezinski (2007), Durli (2007) and Cruz (2008). The educational policies for teaching Music are presented from Penna (2008), Del Ben (2009), Queiroz (2014), Aquino (2016) among others. In the end, it‟s discussed the musical formation in the Pedagogy Course, from the researched of Bellochio (2000, 2014, 2017), Figueiredo (2004), Aquino (2007), Furquim (2009), Fernandes (2011) and Nogueira (2012), among others. In the third part, it‟s showed the methodological research paths. In the fourt part, it‟s accomplished the data analysis, having as the context the legal arena and the practical arena of Music in the daytime Pedagogy Course at UFSM. In the legal arena, it was accomplished a context analysis of the influence and text production of the National Curricular Guidelines to the Pedagogy Graduation Course – DCNP (2006), then the analisis of a production of the Political – Pedagogical Project text of the Pedagogy daytime course Degree from UFSM (2007). The practical arena from UFSM daytime Pedagogy course was composed by the data analysis produced during the semistructured interviews with SI Music teachers and structured interviews with SI students of the Course, this arena was composed by four contexts of initial Ball and contributors Cycles of Politics (1992). Lastly, I announce the thesis which considers that Music as a discipline in the Pedagogy course of the UFSM, is constituted in differentiated places of production and relocações through the recontextualizations that have occurred of the legal arena in the practical arena, from the pedagogic discourses that recompose The musical and pedagogical-musical practices in teacher training, those produced by the subjects who composed the research.