Avaliação em Música: um estudo sobre o relato das práticas avaliativas de uma amostra de professores de música em quatro contextos de ensino em Salvador - Bahia.

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

06/12/2010

RESUMO

The present study investigated the assessment practices of music teachers in Salvador who work in public and private schools, specialized music schools and NGOs. Data collection was through questionnaires and semi-structured interviews. The study sought to understand, analyze and interpret the concept of teachers on assessment in music, as well as their practices. Data was collected regarding the training and professional performance of teachers, information on music in the school and its relation to other disciplines in the curriculum, planning, evaluation types who know and practice, evaluation criteria used to assess musical activities and knowledge of literature related to assessment and assessment in music. The data were collected, discussed and interpreted as a theoretic guidance for the design of a creative teacher training, focused on the theoretical foundations PONTES approach (OLIVEIRA, 2001) and the musical development theoretical foundations for assessment in music by Keith Swanwick (2003). Also try to relate the data with other researches and literature on the topic. Among the data obtained it was possible to know that 75% of teachers experience difficulties during the evaluation in music and 40% said their institutions do not require them to assess music. In general, the teachers demonstrated knowledge of various assessment tools, but in really they use far less than claimed to know. Among the evaluative process found in the investigation were: musical performances, intuitive assessment, numeric grades, word concepts and textual descriptions of assessment. Among the NGOs teachers, 89% are unlicensed. Music is used for socialization purposes and as support for better raising children and adolescents, whom are generally in risky conditions. Through interviews it was possible to perceive that the assessment by observation, or intuitive assessment is the most common and most accepted among the teachers interviewed. They demonstrated to believe that evaluation of participation is more sensitive for the student not to cause the seizure characteristic of traditional assessments. On the other hand, teachers of public schools reported using written tests as a control tool to enforce discipline more seriously. The research showed that in terms of evaluation, it was found a lack of a conscious reflection and enough knowledge about evaluation in music. Accordingly, we call attention to the fact that their degrees are not preparing students to reflect and work in these contexts. In conclusion we try to give an overview of the results, relating the data among themselves. The study offers resents recommendations on possible solutions to the problems and challenges raised by the registered participants of the research regarding the assessment in music. The study aims to contribute to the training area of creative music teachers as it presents an overview of the assessment practices of music teachers in Salvador and presents suggestions for an evaluation training to articulate various educational contexts.

ASSUNTO(S)

educação musical avaliação em música contextos de educação musical formação de professores music education music assessment contexts of music education teacher education musica

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