A relação entre o professor de canto e o material didático no Conservatório Estadual de Música Lorenzo Fernandez em Montes Claros

Abstract

The general aim of this research is to understand the relationship that teachers establish with material and planning in singing classes at the Lorenzo Fernândez State Conservatory of Music. The specific objectives of the study were: to identify the main concepts and publications on teaching materials and planning in music; to understand how the collective and individual planning of the conservatory's singing teachers is constructed; to understand the use, functions and conceptions that guide and underpin the planning, selection and application of teaching materials by the conservatory's singing teachers. The methodology used is a case study, with a qualitative approach. The investigation was carried out by means of field research, in which a questionnaire was applied via Google Forms in order to optimize time. The questionnaire focused on the teachers' initial and continuing training, and also asked questions about age, gender and length of service. Next, a semi-structured interview was carried out to collect data from the teachers on the singing course. To support this work, various authors were consulted who, through their theoretical contributions and critical reflections, underpin the discussions addressed. These include Fusari (1990); Luzuriaga (1990); Libâneo (1991); Sobrinho (1994); Pedroso (1997); Beineke (2004); Lakschevtz (2006); Penna (2009); Reys and Garbosa (2009); Durkheim (2011); Abbagnano (2012); Santos and Pacheco (2012); Romanelli (2014); Jitikoviski (2014); Moreira and Ramos (2016), Bandeira (2009), Freitas (2009), Souza (2015); Fiscarelli (2007); Bordinhão and Silva (2015); Plein (2015); Petri (2010); Marques (2010); Ribeiro (2015); Demo (1997); Jiticovski (2014); Vendas and Nonato (2007); Prodanov and Freitas (2013); Guerra (2014); Yin (2001); Marconi and Lakatos (2017); Haguette (2010) and Gil (2008). These works contain concepts, definitions and reflections that enrich the understanding of the topic and are essential for structuring and analyzing it. The results obtained from the research reveal important reflections and highlight critical points that require urgent review and attention. The first aspect to be highlighted is the need to beware of complacency and inertia in the process of seeking to build knowledge. Knowledge is constantly changing and is never fully consolidated, which makes any passive stance towards its pursuit incompatible. Educators, therefore, must continually strive to give new meaning to their knowledge, a practice that is essential for providing quality education. Analysis of the data indicates, however, that there is a tendency to reproduce practices that are already conditional, without taking into account the present context and the reality in which they are inserted. Another relevant point is the lack of references in the teaching plans, which, despite having a good structure, do not incorporate the new epistemologies that underpin contemporary teaching practices. In addition, it was suggested that there was a lack of proper lesson planning, since none of the guests presented formal records of this planning. Although they mentioned the existence of notes or the use of notebooks, these do not accompany the teacher during lessons, which can compromise the organization and quality of the work.