Loading...
Publication
Saberes do docente virtual em cursos de educação musical na modalidade de educação a distância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 616.26 KB | Adobe PDF | |||
| 1.01 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este trabalho analisa algumas particularidades dos saberes docentes de professores de Educação Musical na modalidade Educação a Distância, bem como suas adaptações para ensinar conteúdos prático-musicais virtualmente. Como objetivos específicos, buscou-se caracterizar o perfil do docente virtual do curso de Licenciatura em Educação Musical a distância da Universidade Federal de São Carlos; identificar como acontece a aprendizagem da docência virtual dos sujeitos investigados; apontar possíveis adequações e pedagógicas dos sujeitos para o ensino de música a distância e descrever a percepção dos sujeitos de como ocorre o ensino de música na educação a distância. A pesquisa teve caráter qualitativo adotou questionários e entrevistas como procedimentos metodológicos. O referencial teórico contempla as áreas de Educação a Distância, formação de professores e Educação Musical. Como especificidades do professor de música a distância a pesquisa indicou que os sujeitos se percebem como coordenadores da disciplina, responsáveis pelo planejamento e mediação indireta dos alunos. No seu perfil encontramos saberes formais pedagógicos, sobre Educação a Distância e uma considerável carga de experiência presencial. No entanto, observou-se que os saberes específicos para docência virtual decorrem, em grande parte, da reflexão sobre as práticas pedagógicas nesta modalidade. A maioria dos docentes percebe o aluno como figura central do processo de ensino-aprendizagem. Também percebem limitações na Educação a Distância e reconhecem vantagens em relação ao ensino presencial de música, especialmente pelos conhecimentos construídos pelo maior domínio das tecnologias digitais e interação virtual.
This research analyzes some of the particularities of teachers knowledge in Musical Education in distance education modality and their adaptations to teach music procedures virtually. As specific goals, the research sought to characterize the virtual teacher profile of the Graduation in Musical Education in the distance Modality by the Federal University of São Carlos; identify how the research subjects learn to teach in distance education; to point the subjects possible pedagogical adjustments to teach music virtually and describe the subjects perception of music education in the distance education modality. This research is of a qualitative nature and used surveys and interviews as methodological procedures. The theoretical referential contemplates distance education, teachers formation and musical education. The research indicated that music teachers in distance education perceive themselves as courses coordinators, responsible for the planning and indirect mediation of the students. In the research subjects profiles were found formal pedagogical knowledge, knowledge in distance education and a considerable amount of experience in the conventional classroom. However, it was observed that specific knowledge in distance education mostly comes from the reflexion over the practice in virtual teaching. Most of the teachers in the research perceive the student as a central piece in the learning process. They also perceive some limitations and advantages in distance education regarding musical education, specially regarding the development of specific knowledge, bigger domain of digital communication technology and virtual interaction.
This research analyzes some of the particularities of teachers knowledge in Musical Education in distance education modality and their adaptations to teach music procedures virtually. As specific goals, the research sought to characterize the virtual teacher profile of the Graduation in Musical Education in the distance Modality by the Federal University of São Carlos; identify how the research subjects learn to teach in distance education; to point the subjects possible pedagogical adjustments to teach music virtually and describe the subjects perception of music education in the distance education modality. This research is of a qualitative nature and used surveys and interviews as methodological procedures. The theoretical referential contemplates distance education, teachers formation and musical education. The research indicated that music teachers in distance education perceive themselves as courses coordinators, responsible for the planning and indirect mediation of the students. In the research subjects profiles were found formal pedagogical knowledge, knowledge in distance education and a considerable amount of experience in the conventional classroom. However, it was observed that specific knowledge in distance education mostly comes from the reflexion over the practice in virtual teaching. Most of the teachers in the research perceive the student as a central piece in the learning process. They also perceive some limitations and advantages in distance education regarding musical education, specially regarding the development of specific knowledge, bigger domain of digital communication technology and virtual interaction.
Description
Keywords
Saberes docentes Docência virtual Formação de professores Educação musical Ensino a distância Teachers Virtual teaching Teacher training Musical education Distance education III Colóquio Luso-Brasileiro de Educação a Distância e Elearning
Citation
Corrêa, André Garcia; Mill, Daniel - Saberes do docente virtual em cursos de educação musical na modalidade de educação a distância [Em linha]. In Colóquio Luso-Brasileiro de Educação a Distância e Elearning, 3, Lisboa, 2013. "Colóquio Luso-Brasileiro...: atas". Lisboa: Universidade Aberta. LEAD, 2014. ISBN 978-972-674-738-3. p. 1-17
Publisher
Universidade Aberta
LE@D
LE@D