Conhecimentos sobre altas habilidades/superdotação na formação inicial de educadores musicais
Almeida, Alexandre Trindade de
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This research focused on the advances and the challenges in the people’s education with high abilities/giftedness in discussion with the initial training of music educators to serve these students, recognizing music as a tool and a resource for identifying and stimulating potential skills. Accordingly, the following questions were asked: i) whether the degree courses for music educators include subsidies for teaching music to the target-audience of Special Education; ii) what type of scholar program these graduates receive to attend and work with high abitlities/ giftedness students; iii) if music graduates feel prepared to teach students with hight abilities/ giftedness. The goal was to investigate and analyze the content and the knowledge related to hight abilities/ giftedness in the curriculum offered in the initial degree of music teachers. The specific objectives were: a) to verify and analyze the curricular matrices, the pedagogical projects and the contents related to high ability/giftedness in music degree courses; b) identify and analyze the interaction of undergraduate music students with the hight abilities/giftedness theme in topics of their courses; and c) identify aspects of music education that contribute to the skills development in the music’s area and in other areas. Therefore, it is a study of multiple cases, of exploratory and descriptive levels, contemplating documentary research and field studies. The procedures carried out were i) documental revision with curricular matrices, disciplinary menus and pedagogical projects of the courses; ii) application of a form to students on final stages of Bachelor degree in Music Education at three Higher Education Institutions in the state of São Paulo, seeking to verify the level of contact of these participants with the theme in their course; and iii) semi-structured interview with coordinators of two of the three courses mentioned above. The analysis procedure was performed through triangulation of data obtained from different sources. On the one hand, there was the hypothesis of a possible formative gap in music teachers, on the other hand, we tried to offer subsidies for discussion, reflection, adequacy and improvement of pedagogical proposals in different dimensions. The results indicated: low level of knowledge of undergraduate music students in the courses investigated about the theme hight abilities/giftedness; curricular arrangements with Special Education content presented in a shallow form in the official documents of the courses; challenges and proposals for the contemplation of these contents in the initial formation of music teachers.
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