Resumo

Music Teachers Training and Musical Shared Learning: An Experience with Choir Practice

The active methodologies are pointed out as a possibility of building a quality education and of forming a more creative and critical human being. Nevertheless, the vast majority of the didactic activities carried out in the undergraduate courses are still limited to traditional lectures, merely expository, focused on content transfer and centered on the figure of the teacher. Allowing the experience with these active methodologies during undergraduate classes seems essential to enable the future teachers the adoption of these new didactic approaches in their future teaching practice. Among these approaches, Shared Musical Learning has been the target of several recent studies. The present research aimed to analyze how the shared musical learning collaborated in the undergraduate students' teaching formation, from an experience developed during the course of Singing 2 with students of the UFC Music Course. To perform the shared activities, the students were divided into four groups, which were assigned tasks to be performed during the semester: definition of a conducting leader by group, choice of repertoire, selection and rehearsal of choral arrangements. During the process, the teacher's role was to guide the groups in the tasks to be performed, supporting the preparation of the chosen repertoire. At the end of the process, focus group sessions had been held to identify which didactic-pedagogical skills were developed during the process.