Ensino de música e tecnologias digitais: saberes desenvolvidos por professores dos anos iniciais a partir de uma atividade formativa

Abstract

The current brazilian legislation became mandatory the teaching of music lessons at school, however this orientation has brought new challenges to the professional pratice of the teacher, because of the fact that the most of art teachers who take up the challenge to teach music at an early age, don’t have the right degree about it. Mobilized by these aspects and guided by the problematic "What are the teacher knowledge developed by arts teachers from a formative activity centered on the use of digital technologies?" we dedicated to discuss about it through digital Technologies resources. Supported on the relative conceptuall basis to the teacher’s knowledge of Maurice Tardif and following the suppositions of the qualitative research approach, we researched in the context of a formative activity, permeated by digital technologies, that involved eight school initial teachers, focused on the necessary teacher’s knowledge development of music at school. The empirical material, based on the researches of Michel Thiollent, was constituted by interviews, audio recordings of the work sessions with the teachers, descriptive records, and questionnaires. The analysis data process was supported by the Robertt Bogdan and Sari Biklen paperworks. The results show to the disciplinary knowledge development, as the teachers developed aspects related to music and art history, musical theory, musical education history, instrumental practice, nursery rhyme and to the music teaching through the technologies; curricular knowledge, specially related to the musical writing ( music score), musical scale, rhythm, melody and harmony, folk music, sound concept, the sound parameters and the different musical rhythms, as well as the content of the musical education school and the legal guidelines for the music teaching at school; vocational training knowledge, aspects related to the pedagogic, in other words, about the strategic and resources to develop the music teaching at school, and to finish, the experiential knowledge focused on the perception of the student’s learning challenges. Therefore, the study shows that the digital technologies can favour the teacher’s formation to the music teaching at school, because it can provide different knowledge, resources and strategies to the professional practice in the classroom.