O projeto de formação de professores do Curso de Dança-Licenciatura da UFPEL: uma trajetória em movimento

Abstract

This study aimed to understand how the project of teacher training at the Dance Degree Course at UFPEL (Federal University of Pelotas) was developed, in the movements of its trajectory. The methodological process was inspired by a case study with a qualitative approach, relying mainly on studies from André (1995), Minayo (1994), Bodgan and Biklen (1994) and Bardin (2011). As instruments for data collection, we used documentary sources (Course’s Pedagogical Projects) and interviews with teachers and coordinators who worked from 2008 to 2012, in a total of eight respondents. The main theoretical support of the study were: Nóvoa (1995.1997, 2002, 2007, 2009, 2011), Shulman (1986, 2005), Veiga (2012), Strazzacapa (2003, 2010), Marques (2008, 2010), Duarte Jr. (2006, 2010) and Sacristán (1998). Based on the study, we highlight the fat that the course comes in an institutional context of adhesion of the University to the REUNI Program, which lead to a lack of planning for opening new courses. The course was developed and structured as new members were becoming part of the teaching staff. It was possible to identify that the project has undergone three major proposals in the midst of constant change. The movement of a project still in the initial sketch, with strong emphasis on dance-theater and dance practice in non-formal spaces of education, did increasingly demarcate teaching as a place of "speech", focusing mostly on training the teacher for primary school education. The group comes to understand that the main approach of the course would be the teacher training and an extensive discussion about Dance, involving different dance techniques codified in the compulsory curriculum. Nowadays, the course professors have strong concerns about the education of teachers engaged in the political agendas of the field. The artistic knowledge, one that permeates an education through the sensible, makes up the bulk of the proposal’s tonic, understanding it as inherent to professional practice in teaching dance. In addition to a systematization of the course trajectory, this study made it possible to indicate some knowledge constituting the training from the perspective of teachers, as well as the challenges that show up in this area, regarding their integration in elementary school and higher education that makes the formation of its teachers even more complex.