期刊名称：Revista de la Lista Electrónica Europea de Música en la Educación
印刷版ISSN：1575-9563
出版年度：2002
期号：10
出版社：Universidad de La Rioja and Jesús Tejada
摘要：Este trabal ho discute dados proveni entes de pesquisa que investigou como as concep..es e a..es de educa..o musicalde professores de m¨²sica confi guram a pr¨¢ti ca pedag¨®gico-musical em escolas do ensino fundamental. Utilizando comoreferencial te¨®rico a fenomenologia soci al de Schutz, realizamos tr¨ºs estudos de caso qualitativos com tr¨ºs professoras de m¨²sicada rede privada de ensino de Porto Alegre, RS. Os resultados sugerem que as pr¨¢ticaspedag¨®gico-musicais das professorasconfiguram formas que n.o aquelas expressas em suas concep..es e a..es. As professoras parecem n.o perceber os pressupostosimpl¨ªci tos em suas concep..es e a..es, bem como as inconsist¨ºncias e contradi..es subjacentes ¨¤s mesmas, porque, em seutrabalho cotidiano, possuem um interesse fundamentalmente pr¨¢ti co. Seu pri ncipal prop¨®sito ¨¦ ensinar m¨²sica a determi nadosgrupos em contextos espec¨ªficos, e n.o questionar os princ¨ªpios que fundamentam suaspr¨¢ti cas pedag¨®gico-musicais. Essesresultados sinalizam caminhos para repensarmos a forma..o dos professores de m¨²si cae a elabora..o de pol¨ªticas curriculares
其他摘要：This paper di scusses data from a research that investigated how Brazili an music teachers' conceptions and practices ofmusic education constitute their music teaching practices at primary schools. Takingthe social phenomenol ogy of Schutz as ourtheoretical framework, w e carried out qualitative case studi es of three music teachers w orking at private schools of Porto Alegre,RS, Brazil. The results reveal ed some i nconsistencies and contradictions underlyingteachers' conceptions and practices thatblock the realisation of thei r work as intended by them. The teachers di d not seem to be aware of these inconsistencies andcontradictions because, in their daily w ork, they have an eminently practical interest. Their main purpose i s, fi rstl y and mostly, toteach music to certain groups of students in specific contexts, and not to questionthe principles that ground their pedagogicalpractices. These results provide i nsi ghts that can contribute for rethi nking musi c teachers' education and educati onal pol icies
