Banca de QUALIFICAÇÃO: NAYLA MARIA GOMES DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : NAYLA MARIA GOMES DA SILVA
DATE: 13/11/2023
TIME: 16:00
LOCAL: Videoconferência
TITLE:

The teaching trajectory and pedagogical choices of music teachers in a religious context: A study based on the narratives of teachers at the Escola de Música Renascer em Cultura

KEY WORDS:

Teaching trajectory; Religious contexto; Pedagogical choices

PAGES: 56
BIG AREA: Linguística, Letras e Artes
AREA: Artes
SUMMARY:

This master's thesis aims to understand the general relationship between the teaching trajectory and the pedagogical choices of music teachers at the Renascer em Cultura Music School (EMRC). With specific objectives, it seeks to: know the teaching trajectory of music teachers at EMRC through their narratives and formative experiences; understand the conceptions of music teaching held by music teachers working at EMRC in the municipality of Queimadas-PB; comprehend the pedagogical choices made by the music teachers at EMRC in their classes; promote moments of reflection and appropriation of their formative processes through the use of training memorials. This research will be conducted with two teachers and one teaching assistant at the mentioned school. I contextualize the musical education that takes place in religious spaces, drawing from the works of Amanto (2005), Maia (2019), Lutero (2000), Perdigão (2020), and Braga (1961) to provide the foundation for the development of this chapter. For the realization of this research, I will employ the (auto)biographical method; thus, the works that make up my literature review seek to create a dialogue among the narratives of teachers working in a religious context. The identified works were grouped and categorized according to the subject's study axes as approached by Passeggi (2011, 2020). I describe the tradition of (auto)biographical research and its contributions to education, based on the concepts presented by Delory-Momberger (2012), Passeggi (2020), and Passeggi (2008). Furthermore, I introduce the concepts of experience and experience-based learning as proposed by Josso (2004, 2010). Finally, I present the process for the partial data collection, based on the biographical work presented by Josso (2004). The narratives of the teachers and the teaching assistant were collected through training memorials (Prado; Soligo, 2007). The reading of the memorials took into account three of the five milestones of the formative process presented by Josso (2010). Through the sharing of the memorials, it was possible to facilitate moments of reflection and the appropriation of the formative journeys of the music teachers that contributed to this research.

COMMITTEE MEMBERS:
Externa à Instituição - MARIA CECÍLIA DE ARAUJO RODRIGUES TORRES
Externo à Instituição - JOÃO VALTER FERREIRA FILHO
Presidente - 2321206 - TAMAR GENZ GAULKE