Estágio supervisionado em música na educação infantil: um estudo com egressos do curso de Licenciatura Plena em Música da UFRN

摘要

This dissertation aims to analyze the process of teacher autonomy built by the musical educator graduated from the course of Full Licenciate in Music (CLPM) of UFRN, from the supervised stage. It is a qualitative research, with a theoretical basis based on dialogue with authors such as Freire (2014), Pimenta (2012), Contreras (2002) and Zatti (2007). The insertion of the researcher in the field was based on the completion of the curricular component Supervised Stage I by CLPM offered by UFRN, in the period of 2014.1. Of this experience, acquired certain experience with the target public referred to. This research was carried out with six graduates of this Course who fulfilled the curricular component related to Supervised Internship I (in Early Childhood Education) in the periods of 2013.1 and 2014.1. From the stage realized in diverse contextualizations of Early Childhood Education, it was investigated how the initial process of teacher autonomy of the Musical Educator was structured that made its supervised stage directed to Early Childhood Education in these contexts. In this way, the supervised stage is perceived as a practice that provides autonomous postures and that resigns actions of the pedagogical practice, thus composing a didactic repertoire that favors the action of the trainee along with the commitment to the quality of the work that will develop after his initial formation. As a research technique, an open questionnaire was used about the contextualization between is stages and the locus where the stages were fulfilled, as well as through the analysis of the internship report and the CLPM / UFRN curriculum structure. The results of the search were based on a content analysis based on the foundations of Bardin (2011). Through this research we know the professional experiences experienced by the graduates of the undergraduate CLPM of UFRN, who contributed to the construction of a teaching autonomy from the insertion of these trainees in the schools of Early Childhood, impressions these, which marked the initial life of these educators. The participants of this research are young graduates who are now officially entering the universe of teaching. This research also brings considerations about childhood, where dialogues are drawn with authors involved in the process of educating in this phase of learning. The dialogues traced the child as a social being, as well as a brief history about the period of Early Childhood Education.