Teaching guidelines in the construction of teaching professionality

Abstract

In view of the need to professionalize the training of music teachers, this article aims to reflect on the Didactic Guidelines, a set of training devices, the result of research developed within the scope of the postdoctoral internship. Taking teaching professionalism as an axis of training, understood as what is specific to the performance of the teaching action (behaviors, attitudes, knowledge, skills, values), a project was developed in the supervised internship, in the first semester of 2019. For the stage of Interaction with the school, the Teaching Guidelines focused on the school space (structure, operation and pedagogical project), classroom teaching (class management and learning management), the ethical relationship (values, principles, dilemmas and tensions) and in the recognition of the lessons learned (reflective writing). In the moments of organization and socialization of data, theoretical and conceptual contributions were made available to undergraduates to support the analysis of situations, dilemmas and problematizations. By stimulating reflexivity, these devices characterize a professional approach, since they allow identifying behaviors, attitudes, methodological choices, formulating points of view, formalizing and reflecting on elements of the observed teaching practice, developing a critical and ethical posture in the face of actions and pedagogical choices, raising clues for organizing proposals for didactic intervention.