O educador musical em formação: uma reflexão sobre os desafios vivenciados no C. E. Prof. Newton Neves em Itapecuru-Mirim

Abstract

This work is a reflection on the practice of the Music Educator in training, based on the experiences lived in the Supervised Curricular Internship in High School in 2017. In it, we seek to point out the relevance of the experience, demonstrating positive and negative points, and reflecting on the profile of the music educator who should mediate the educational problems that will possibly be encountered by the future educator in his/her journey. The reflection of our practice sought, in this work, to deepen the importance of our profile as music teachers with more comprehensiveness, awareness of reality and commitment to building a stronger and more egalitarian society, ensuring that everyone who passes through us has access to contextualized and systematized knowledge, due to its importance for the cultural and historical formation of a society. The theoretical foundation presents itself by discussing the following thematic axes: Education and Pedagogical Practice in Music; Pedagogical Practice: action and reflection, highlighting the importance of a critical reflective practice; The importance of a Music Teaching Plan in High School, based on the mandatory nature of this teaching, ensured by approved legal documents; The Internship in High School, focusing on positive and negative perceptions and challenges to be overcome; The Teacher in Training, reflecting on learning to do and learning to be, outlining a profile for the current education professional. The pedagogical practice in the Internship showed us that music teaching needs to be focused on the integral education of the student. Since this teaching is a necessary science, we need relevant knowledge, without fragments, and that is capable of contextualizing and being contextualized, committed to the whole. To this end, this research was supported by some authors such as Antunes (2013), Ciavatta (2011), Cotrim (2013), Delors (2003), Freire (2002), Gadotti (2003), Lara (1998), Morin (2003), Penna (2010, 2011), Paula (2009), Pilleti (2003), Romão (2002), Severino (2009) among others, and documentary sources from the MEC (2016, 2018). In addition, this study presents an analysis of field data that were extracted through open-ended questionnaires applied to undergraduate students who were or are currently interning in high school, and interviews with the Portuguese Language teacher (who teaches Art and accompanied us during the internship), students and management of the research field, recorded after the Supervised Internship in high school in 2017. With this, we intend to show that, as music teachers, we cannot ignore the problems, nor isolate ourselves in a specialty, because, as a social practice, Music Education needs to be more present in the school context, if we want to build a stronger and more comprehensive culture in an organized and planned way