A utilização de um protocolo de observação no Laboratório de desenvolvimento infantil/UFV: possibilidades de formação musical docente

Abstract

This research aims to investigate the use of a protocol for observing the musical development of children aged 0 to 2 years, specially developed for this study, as an instrument for teacher education.The research was conducted at the Child Development Laboratory (LDI) at the Federal University of Viçosa, involving two classes (Nursery and Class 01) with teachers, babies and very young children from those classes.It is a qualitative study structured on the principles of critical collaborative research.In this sense, it aims to understand the dialogical movement in the production of knowledge and a transformation in the actions of the practitioners involved.The theoretical framework is anchored in Keith Swanwick's proposals regarding the development of musical understanding, as well as in studies and research carried out on intuitive parenting and communicative musicality, babies' movements and their different phases of vocal expertise.Based on these theories and in dialogue with other proposals found in the literature, an observation protocol was developed to be used as a formative tool for teachers.The methodological procedures involved, in a first phase, observations of the daily life and routine of the classes, conversation circles to learn about the teachers' work and their relationship with music, and music education interventions with the children of the Nursery and Class 01.The interventions – planned based on the practices observed– sought to provide a preliminarystage of teacher education, grounded in the confrontation with Music Education practices in the daily life of the LDI.In the second phase of the research, formative meetings were held with the teachers, during which the developed observation protocol and the references supporting it were presented.Finally, conversation circles were conductedto evaluate the entire process, with a particular focus on the impact of using the protocol on continuing teachereducation.The results demonstrated that, despite gaps in the teachers' musical education, working with music is present in the daily life of the LDI.Initially, an image of music only as a methodological tool can be observed in the teachers' speech, despite its recognition as an area of knowledge by the institution's curricular documents.After the interventions, the teachers recognized that it is possible to carry out consistent work based on accessible activities, and that the protocol proved to be an instrument that consolidated the entire research process. It highlighted and strengthened children's musical development based on practices carried out collectively.Finally, the teachers' statements allowed us to understand teacher education as a long process of cultivating the gaze, whose transformations require prolonged interactions with knowledge, materials, repertoires, experienced teachers and with babies and children.In this sense, initial and continuing teacher education need to be designed in a way that allows the constructionand internalization of this specialized gaze – a construction that has, in the protocols, powerful instruments for the cultivation of the professional teacher.