Estágio supervisionado no ensino de música: uma reflexão sobre a prática pedagógica do futuro docente

Abstract

This article is a reflective experience report aimed at presenting a descriptive-analytical account of the experiences lived as a teacher during the Supervised Internship II, in the Music course at the State University of Amazonas (UEA). The activities were developed with students in the final years of middle school, at a public basic education institution. The data were analyzed based on information extracted from my field notebook and internship report, including notes from recorded observations, with a focus on critical reflection of the pedagogical practice grounded in the C(L)A(S)P model by British music educator Keith Swanwick (1979). The experience demonstrated that an informal, dialogic approach based on this model fosters greater student engagement, especially in music appreciation. Among the challenges faced, motivating students to participate in practical activities requiring more active involvement stood out. The internship experience provided a deeper understanding of the challenges and possibilities of music teaching in the school context, as well as significantly contributing to the formation of the future teacher. It is hoped that this report may serve as a reference and encouragement for other students in training, strengthening the connection between theory and practice in music education.