A formação nas Licenciaturas em Dança das universidades públicas federais gaúchas pela voz das(os) docentes formadoras(es): O que é que essas(es) “profes” têm?.

Abstract

This thesis was developed within the research line “Teacher Training, Teaching, Processes and Practices”. It presents a research with qualitative approach and inspired by Multiple Case Studies. We sought to investigate how the processes of formation take place in the Degrees in Dance, in the federal public institutions of Rio Grande do Sul, through the voice of the trainer(s) professor (s). For this, semi-structured interviews were conducted during 2018 and early 2019, with a total of 20 full-time professors from the following institutions: Universidade Federal de Pelotas, Universidade Federal de Santa Maria and Universidade Federal do Rio Grande de Sul. Parallel studies of the pedagogical projects of the referred courses. As theoretical and methodological support for the research, we used mainly studies by Bardin (2011), Bodgan and Biklen (1994), Freire (2005, 2011, 2015a, 2015b, 2018), Marques (1997, 2008, 2010a, 2010b , 2014), Nóvoa (2007, 2009, 2011, 2017, 2018), Shulman (1986, 2005), Sousa Santos (2008, 2010, 2011), Strazzacappa (2006, 2009, 2012a, 2012b, 2012c, 2014a, 2014b) and Yin (2001). The data show that as the faculty of the courses is established, the graduations are gaining their own identity in each institution, according to its context. Similarly to other undergraduate degrees in the area around the country, the groups are made up of professors from different backgrounds in artistic and scientific formation. These educators show great affective involvement and constant political engagement with the consolidation of the courses and the Dance. The new geopolitics provoked by the Emerging Contexts brings, according to the teachers/ professors, a potent impulse that has moved the reflections around the pedagogical projects and developed practices. From the conceptions of the interviewees about the formation, the concept of teacher/ professor-artist-researcher stands out, having the artistic experience as the center of the formative path. Also in this triad is a strong political bias. With many nuances from Freire’s theoretical perspective, the teachers/professors demonstrate to be mobilized by a constant listening exercise. Listening to their own practice, what emerges from students, their peers and pedagogical projects in action. From the multiplicity of trajectories and formative influences, several pedagogical approaches are materialized that seem in general lines: to escape from a content perspective, to build dialogical processes with the students, respecting their individualities and to seek the theory / practice fusion, which also affects the assessment processes. Over the speeches and practices in the three courses there is uncertainty about the future of the area and the insertion of graduates in the world of work. In order to overcome the immense challenges that surround the formation in the degree in Dance, the trainers professors develop great communicability promoting exchanges with the production of Dance external to the formal institutions, with the internal instances of the universities, with the school space and with the segments of political representativeness. In addition, they seek to keep alive their artistic production, flow of vitality and at the same time the area’s need to make itself fully known in formal education environments.