Representações sociais do ser professor de música e a identidade docente ao longo da Licenciatura em Música

Abstract

The research had as a general aim at understanding to what extent changes happen in social representations on being a music teacher in students who attend the Education in Music faculty, and whether the possible changes contribute for development of teaching identity aspects. From the comparative method, qualitative and quantitative approaches were used for data survey, and the software ALCESTE and content analysis (BARDIN, 2004) were used for interpretation of the information obtained. Theoretical framework had as main contribution the Theory of Social Representations proposed by Moscovici and colleagues. Data were obtained from four surveys: comments on being a teacher, being musician and being a music teacher posted on internet social networks – Facebook, Twitter, YouTube and Virtual Forums, –932 occurrences; answers for open questions of tests of THE of preliminary test for Education in Music faculty of UEPG, 124 subjects; answers by students of the faculty in a opened questionnaire, 43 subjects; answers by alumni of the faculty through a form elaborated with the virtual tool Google forms, 44 subjects. Results indicated social representations of being a music teacher are organized into networks in a type of system, in which four representations are shared by the different groups investigated: 1 – Knowing how to teach, hegemonic representation; 2 – Vocation, representation found among participants of social networks, participants of THE and students; 3 – Access to the music, representation found among participants of THE, students and alumni; and 4 – Good musician, representation found among participants of social networks and of THE. These representations are anchored by representations of teacher and the musician, and they reflect the strength of traditional representations found in the society on the groups studied. On the other hand, representations not shared reveal punctual differences among the groups studied, such those made evident by students at the last stage of the course, who represent the music teacher from a plural knowledge; and alumni, who share a conception of teaching music constructed from the other, and they consider the professional training from faculty as essential, also the teaching specific knowledge seem to contribute more for development of their teaching identity. The conclusion shows that there are changes on social representations of being a music teacher throughout the music faculty, as well as a possible contribution from the course to develop teaching identity aspects.