Grupo VocaPampa: narrativas sobre saberes profissionais de musicodocentes

Abstract

This essay project is linked to the Education and Art line of research - LP4, of the Postgraduate Degree in Education of Universidade Federal de Santa Maria (PPGE/UFSM) and to the study group Training, Action and Research in Music Education (FAPEM). The theme of this research was being built from personal perceptions about professional knowledge perceived, during rehearsals, in discussions and productions linked to the development of the musical work of the vocal ensemble a cappella, VocaPampa Vocal Group in which I participate. The Group is formed by musicians and music teachers, who I understand to be musicteachers. Each member has a specific activity related to music teaching, whether in basic education, teaching musical instruments or higher education. The general aim of the investigation was to understand the professional knowledge mobilized by the members of VocaPampa, based on their narratives and my investigative perceptions about this process. The research has as specific aims to present the group and its modes of musical production and performance, understand the presence of the group in the musicteachers lifes of its members and discuss musical and teaching knowledge and their interrelationships in the construction of professional knowledge. The theoretical review is founded on the studies of Caria (2017), Ramos (2014) and Junckes and André (2012) concerning the professional knowledge, and of Gauthier et al. (1998), Tardif (2012), Pimenta (1999) and Weber (2014) whom discourse about the teaching knowledge, in a general way, and the music teaching. The work is inserted in the qualitative approach and it will have the narrative research as a methodological procedure (SOUZA, 2014). The data production method which was chosen is the narrative interview (MUYLAERT et. al., 2014). From the study, it was concluded that VocaPampa acts as a complementary space to think about teaching music and performance. Professional knowledge is produced and interrelated in the moments of rehearsals and group presentations, which enable professional socialization and music teaching construction, mainly through knowledge of experience and knowledge of professional action.