Aplicação da musica como estratégia metodológica nas aulas de educação física : a percepção dos docentes em exercício nas escolas de Aracaju

Abstract

The objective of this study was to understand the level of knowledge of Physical Education teachers from Basic Education related to music as a didactic resource, as well as the importance of such theme in their pedagogical practices. For such, we conducted a qualitative research of a descriptive type. The participants were 30 teachers from Public and Private schools located in the city of Aracaju-SE. As an instrument for collecting data, we used a questionnaire with 16 closed questions, which were divided into four blocks of questions. The first block refers to questions that had the purpose of providing preliminary information regarding the following: lenght and place of their graduation; places they have been working as teachers, and their higher degree of education. In the second block, it was asked about the initial formation of teachers and their experience using music as a didactic resource. The third block raises questions about the teachers' views on the difficulties, advantages and disadvantages of using music in their classes. The fourth and last block brings inquiries regarding the teacher's views of continuous education as a means of deepening their knowledge related to the use of music. After the analysis and discussion about the data, it was possible to point out as the main findings: a) The subject Didactics that is offered at the initial level of teaching education does not present music in depth as a methodological strategy; b) Music is more present in the performance of teachers when they approach contents such as dance and games; c) The main difficulty presented as for the use of music was the lack of materials/resources; d) Teachers, in general, do not see disadvantages in the use of music and they recognize its motivating aspect as the greatest advantage; e) Teachers believe that aspects related to didactic resources such as music should be better approached in initial and continuous teaching training courses.