CHALLENGES OF TEACHING IN HIGHER MUSIC EDUCATION: WHAT IS THE ROLE OF THE PROFESSOR'S KNOWLEDGE?

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorMunicipio Ipeuna-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorCNPq-
Autor(es): dc.contributorUniversidade Federal de São Carlos (UFSCar)-
Autor(es): dc.creatorBarros, Ricardo Abdalla-
Autor(es): dc.creatorAzevedo, Maria Antonia Ramos de-
Autor(es): dc.creatorGalizia, Fernando Stanzione-
Data de aceite: dc.date.accessioned2025-08-21T22:55:48Z-
Data de disponibilização: dc.date.available2025-08-21T22:55:48Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2023-11-30-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/308987-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/308987-
Descrição: dc.descriptionThis article is the result of a doctoral thesis in Education. The question that guided the study was: which knowledge base predominates among the professors graduated in Music who teach at Music courses at the three Sao Paulo state universities and which knowledge need to be developed in the search for the quality of teaching in order to overcome a pedagogical action based on the logic of instrumental teaching instead of training that goes beyond learning a particular musical instrument? Supported by the qualitative paradigm, three types of data collection were carried out: online questionnaire, semi-structured interviews, and participant observations. The analysis was based on Bardin's (2011) content analysis assumptions. The theoretical framework was built on the ideas of authors in the field of Education and Music Education, such as Tardi f (2014); Gauthier, Martineau, Desbiens, Malo and Simard (2013); Azevedo (2009) and Araujo (2005). In the final considerations, we highlight the importance of unveiling knowledge base teaching, contributing to the pedagogical action of teachers who work in music courses, since their professional actions are linked to teaching and not just to the instrumentalist action of teaching. In this sense more studies and researches are urgently needed to advance the teaching qualification of music teachers in higher education.-
Descrição: dc.descriptionMunicipio Ipeuna, Ipeuna, Brazil-
Descrição: dc.descriptionUNESP Rio Claro, Grp Estudos & Pesquisas Pedag Univ GEPPU, Rio Claro, Brazil-
Descrição: dc.descriptionCNPq, Grp Estudos & Pesquisas Pedag Univ GEPPU, Brasilia, Brazil-
Descrição: dc.descriptionUniv Fed Sao Carlos UFSCar, Sao Carlos, Brazil-
Descrição: dc.descriptionUNESP Rio Claro, Grp Estudos & Pesquisas Pedag Univ GEPPU, Rio Claro, Brazil-
Formato: dc.format195-220-
Idioma: dc.languageen-
Publicador: dc.publisherPrograma Pos-graduacao Musica-ppgm-
Relação: dc.relationDebates-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectMusic Education-
Palavras-chave: dc.subjectUniversity Pedagogy-
Palavras-chave: dc.subjectHigher Education in Music-
Palavras-chave: dc.subjectTeaching knowledge-
Título: dc.titleCHALLENGES OF TEACHING IN HIGHER MUSIC EDUCATION: WHAT IS THE ROLE OF THE PROFESSOR'S KNOWLEDGE?-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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