Os saberes docentes que norteiam a prática pedagógica dos professores de ensino coletivo de violão em classes de iniciantes

Abstract

The purpose of this research was to investigation the knowledges groups that guide the pedagogic practice of teachers of collective guitar teaching in the use of a didactic material with beginning students. For this purpose was observed the mobilization of the several knowledges in the speech and in the educational practice, as well as the social sources of their acquisition. This research was configured as a multi-cases study, where each guitar teacher - his practice and speech - conceived a different case. The study included three guitar teachers, graduated in music, located at different stages of their professional career. The theoretical references were based on the studies of Tardif and Huberman, complemented by other authors of the educational and musician-educational literature. As a result, a specific typology of knowledge of this study was identified, discussed from the temporal element. Similarly, other elements related to the role of the guitar teacher were treated in this research, such as some particularities of this activity and the relationship between professional formation and the teaching, have been studied.