A forma??o inicial do(a) professor(a) de m?sica para a educa??o b?sica : um estudo na rede municipal de Itabirito/MG.

Programa de P?s-Gradua??o em Educa??o. Departamento de Educa??o, Instituto de Ci?ncias Humanas e Sociais, Universidade Federal de Ouro Preto.A pesquisa que deu lugar a esta disserta??o focou a forma??o do professor de m?sica para a escola de educa??o b?sica. O campo pesquisado foi a Rede Municipal de Ensino da cidade de Itabirito, em Minas Gerais, no qual a m?sica ? disciplina curricular da educa??o b?sica desde o ano de 2014. A m?sica tem participado do curr?culo como atividade nas escolas desde o ano de 2005 por meio de um projeto de Artes na Escola. O campo possui professores de m?sica efetivos no seu quadro funcional que atendem a todas as escolas municipais, abrangendo a educa??o infantil e o ensino fundamental I. Na metodologia da pesquisa, adotamos como t?cnica de constru??o dos dados, o grupo focal e o question?rio de caracteriza??o, al?m da an?lise documental nos curr?culos de forma??o dos professores sujeitos desta pesquisa. O Grupo Focal foi o principal instrumento de coleta de dados e teve Gatti (2005) como refer?ncia. Como referencial te?rico, a pesquisa recorreu a Tardif (2010) e Pimenta (1999) no que concerne ? compreens?o dos saberes da doc?ncia. Para a parte anal?tica do trabalho, optamos realiz?-la tendo como refer?ncia Bardin (1977), adotando a An?lise de Conte?do por meio da categoriza??o, que organiza os dados e proporciona boa estrutura??o para a aprecia??o. As categorias de an?lise, algumas definidas a priori e outras emanadas da empiria (observa??o/grupo focal) s?o: Experi?ncias e aprendizado musical direcionando a escolha da profiss?o; Finalidade da forma??o e da atua??o com a m?sica; Forma??o inicial; Saberes docentes; e Constru??o da identidade da m?sica na escola. Os achados da pesquisa indicam que o processo de forma??o inicial dos professores de m?sica exige conhecimentos no campo dos saberes da profiss?o, gerando experi?ncias educacionais articuladas aos saberes pedag?gicos, do conhecimento, curriculares, disciplinares e tamb?m aqueles que emergem das experi?ncias de vida, mesmo que de forma inconsciente, mas que proporcionam a realiza??o das escolhas profissionais para a carreira docente. Com o objetivo de verificar se a forma??o do professor de m?sica tinha bases pedag?gicas s?lidas para uma atua??o na escola de educa??o b?sica, os dados demonstraram que os professores possuem conhecimentos no ?mbito da doc?ncia, no campo pedag?gico, e que a atua??o no contexto escolar vem refor?ando esses conhecimentos pela pr?tica e pela busca de forma??o continuada para superar as defici?ncias da forma??o inicial. Portanto, a hip?tese de que a licenciatura em m?sica havia possibilitado forma??o pedag?gica capaz de instrumentalizar o professor para o trabalho na educa??o b?sica n?o se confirmou, visto que h? uma disparidade entre as disciplinas espec?ficas e as disciplinas pedag?gicas, comprovada tanto pelas falas dos pesquisados quanto pelos documentos analisados.The research that gave rise to this dissertation focused on the formation of the music teacher for the basic education school. The researched area was the Municipal Education Network of the city of Itabirito in Minas Gerais, in which music has been a curricular subject in basic education since 2014. Music has participated in the curriculum as an activity in schools since 2005 through an Arts project at school. The area has certified music teachers in its staff and serve all municipal schools covering early childhood education and the first phase of elementary education. In the research methodology, we adopted the data, the focus group and the characterization questionnaire as a construction technique, in addition to conducting documentary analysis in the studies curricula of the professors subject to this research. The focus group was the main data collection instrument and had Gatti (2005) as a reference. As a theoretical framework, the research used Tardif (2010) and Pimenta (1999) in what concerns the understanding of teaching knowledge. For the analytical part of the work, we chose to do it using Bardin (1977) as a reference, adopting Content Analysis through categorization, which organize the data providing a good structure for the assessment. The categories of analysis, some defined a priori and others that emanate from empiricism (observation / focus group) are: Experiences and musical learning guiding the choice of the profession; Purpose of training and acting with music; Initial formation; Teaching Knowledge, and Construction of music identity in school. The research findings indicate that the process of initial formation of music teachers required specific information in the area of the profession's knowledge, generating educational experiences linked to pedagogical, curricular, disciplinary knowledge and also those that emerge from life experiences, even that unconsciously, which provide the realization of professional choices for the teaching career. With the objective of verifying if the formation of the music teacher had solid pedagogical bases for a performance in the school of basic education the data demonstrated that they have knowledge in the scope of teaching, in the pedagogical area and that the performance in the school context reinforces this knowledge through practice and through the search for continuous educations in order to overcome the deficiencies from initial studies. Therefore, our hypothesis that the degree in music had enabled pedagogical preparations capable of equipping the teacher to work in basic education has not been confirmed. What we found was a disparity between the specific disciplines and the pedagogical disciplines, which was proven both in the speeches of the respondents and in the documents analyzed