Certificação de Habilidade Específica: perspectivas de professares e estudantes do curso de música da Universidade Federal de Uberlândia - MG

Abstract

The theme of this research lies in the field of music education, investigating the perspectives of teachers who teach Music Theory and / or Musical Perception and graduating students of the course of Music of the Federal University of Uberlândia - MG (UFU) about Specific Skill Certification (Certificação de Habilidade Especifica - CHE). The theme of CHE, as an assessment process, is dependant on other relevant issues in the evaluation of music, assessment in music education and access to higher music education. The general objective of the research is to understand how teachers and students achieve the CHE qualification in the context of music reading and listening tests. The specific objectives are to understand; the perspectives of teachers within the CHE, evidence of musical reading and listening tests, the comparison between the course of music and the training of graduates. All of which are compared with basic music education. Understanding the perspectives of students and the meaning given to CHE, study objectives related to the curriculum and level of demand for the course. We adopted the foundations of the study by Dias Sobrinho (2008) in which the assessment is complex educational practice, political, relational, intersubjective and with loaded values, tensions and ambiguities. In music education subsidies are small (1999) and Swanwick (2003) to consider the CHE as an evaluation process that is participatory, it is a social practice that has meaning, it is open and reflective. With these theoretical approaches, we understand that the CHE opens the field of relationships and is a formative activity which can be worked in different ways and situations. The methodological option was the exploratory study. The research is contributory to the teachers, students and others involved with music education in order to question meanings and uses of the CHE with exclusive functions to classify, measure and select suitable candidates in their specific musical skills. Recognizing that the assessment has varied dimensions, CHE beyond selecting allows problems to be evaluated. Also understanding the candidates and senses involved in producing / the evaluation of access to higher music education. The results contribute to an evaluation of the approach in music and music education that address the complexity of ideas, relativity, opening, intersubjectivity, training, the way subjects lives, their experiences and musical learning in school and in life.\