Saberes docentes na prática do professor de música do Projeto SESC Cidadão

Abstract

This work presents, discusses and analyzes how the teaching knowledge of a music teacher, working in a social project called SESC Cidadão, is formed and articulated. To achieve this goal a survey was conducted with the following specific objectives: determine general aspects about the cultural and professional training of the active teacher at SESC Cidadão; understand how the knowledge acquired in the "formal" training of the teacher has subsidized his pedagogical action in the social project; identify and analyze the professional knowledge that sustain the work of this teacher in the SESC Cidadão project. The theoretical referential is based on studies of teaching knowledge proposed by Tardif (2014) and other studies in the field of Education and Musical Education addressed to this theme. At the investigation was used the case study methodology with the main data collection instruments consisting of direct observation, semi-structured interviews, document research and bibliographical studies. The data were organized and analyzed qualitatively with the help of Atlas.ti software. The results show that the teaching knowledge of the music teacher was constituted throughout his educational and musical experience, as a participant of social projects, and through professional experience as music teacher of the conservatory and SESC Cidadão project. Moreover, compose his range of knowledge a degree course in Music and a specialization course in Music Therapy. His teaching knowledge is articulated in different ways considering, the way he deals with children, adolescents and young people from the social project, to the choices of how to conduct his work in music activities.