ENSINO DE MÚSICA EM ESCOLA ESPECIALIZADA

Abstract

This paper analyzes the supervised internship reports of students from the Music Education undergraduate program at the Federal University of Mato Grosso do Sul (UFMS), focusing on experiences in specialized music schools. Based on a qualitative and documentary analysis approach, the research investigates how undergraduate students narrate their experiences, structure their lesson plans, and develop critical reflections on their teaching practice. The analysis was organized into three dimensions: physical space, lesson plan, and the intern's critical reflection. The results indicate that specialized schools generally offer adequate infrastructure, which positively influences pedagogical practice. However, challenges are observed in the articulation between theory and practice by the interns, especially in the initial internships, with weaknesses in the elaboration of lesson plans and in the depth of pedagogical reflection. The research concludes that the supervised internship is a crucial stage for the consolidation of teaching identity and suggests the need for closer monitoring by supervisors and greater integration of discussions about the internship into the program's pedagogical disciplines.