Regime de Alternância Pedagógica e formação docente: relação entre teoria e prática na Licenciatura em Educação do Campo UFT/Arraias

Abstract

This work addresses the relationship between theory and practice in the Bachelor of Field Education UFT / Arraias, especially in activities in the area of music. Among the main doubts that students have, when entering the undergraduate degree, is to understand that the moments in which we are not in the university should also be a formative period, that is, to understand what the alternation regime adopted in the university means. course. At first it seems to us that the course only works in January and July, since these are the months in which we have contact with the university environment, with teachers and colleagues. So, it is about understanding how we can use theoretical knowledge and practical actions in our communities? How should we do this practice during community time that shouldn't be limited to alternate meetings? Thus, the alternation regime adopted in the course has raised questions on the part of students and teachers, especially in the area of music, about the relationship between theory and practice in community times. How have the students understood and appropriated this relationship in the community time activities? With the intention of understanding this relationship between theory and practice in the regime adopted by the course and how this deliberate option has or has not favored academic training in the area of music, we developed this study whose main objective is: to analyze the relationship between theory and practice during the TC and check if the pedagogical alternation regime of the Rural Education career: degree in Visual Arts and Music of the University Campus of Arraias / UFT campus favors the acquisition and consolidation of knowledge in the area of Degree in Music. The study was based on theorists such as: Molina (2006), Caldart (2009), Bezerra Neto (2010), Santos (2018), Silva (2018) among others. Among the conclusions, the study pointed out the urgency of adapting the Pedagogical Project of the degree with a view to balancing theory and practice in the area of music, so that they take place during all semesters; rethinking the degrees, considering the students' choice of the training itinerary they want; propose a dialogue between Tempo Universidade and Tempo Comunidade that contributed to the theoretical and practical development of future teachers and their leading role, to name a few. It is hoped that this research will serve as the basis for other works focused on this subject and to rethink the degree, adapting it to subjects that seek specific training in either Visual Arts or Music.