CHALLENGES OF TEACHING IN HIGHER MUSIC EDUCATION: WHAT IS THE ROLE OF THE PROFESSOR'S KNOWLEDGE?
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Data
Orientador
Coorientador
Pós-graduação
Curso de graduação
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ISSN da Revista
Título de Volume
Editor
Programa Pos-graduacao Musica-ppgm
Tipo
Artigo
Direito de acesso
Resumo
This article is the result of a doctoral thesis in Education. The question that guided the study was: which knowledge base predominates among the professors graduated in Music who teach at Music courses at the three Sao Paulo state universities and which knowledge need to be developed in the search for the quality of teaching in order to overcome a pedagogical action based on the logic of instrumental teaching instead of training that goes beyond learning a particular musical instrument? Supported by the qualitative paradigm, three types of data collection were carried out: online questionnaire, semi-structured interviews, and participant observations. The analysis was based on Bardin's (2011) content analysis assumptions. The theoretical framework was built on the ideas of authors in the field of Education and Music Education, such as Tardi f (2014); Gauthier, Martineau, Desbiens, Malo and Simard (2013); Azevedo (2009) and Araujo (2005). In the final considerations, we highlight the importance of unveiling knowledge base teaching, contributing to the pedagogical action of teachers who work in music courses, since their professional actions are linked to teaching and not just to the instrumentalist action of teaching. In this sense more studies and researches are urgently needed to advance the teaching qualification of music teachers in higher education.
Descrição
Palavras-chave
Music Education, University Pedagogy, Higher Education in Music, Teaching knowledge
Idioma
Inglês
Citação
Debates. Rio De Janeiro: Programa Pos-graduacao Musica-ppgm, v. 27, n. 2, p. 195-220, 2023.
