Didactics and Pedagogical Supervision: Reflectionsin the Context of Artistic Education, Music

Abstract

This article presents itself as a set of reflections on the role of Didactics and Pedagogical Supervision in musical practice today and in the training of teachers in general education and higher education. The research methodology was
qualitative through the collection and analysis of articles, books and conference minutes. Didactic knowledge is a central component of the profession of teaching and an area of training with significant expression in undergraduate and master’s degrees in teaching. The way this knowledge is operationalized in the scope of training depends on several factors, among
which I emphasize the foundation, supervision strategies in the educational context of initiation to professional practice,
as well as the way these areas are articulated with the curricular units of the Didactics areas. It is understood that the
training in Didactics and Pedagogical Supervision should promote the articulation between the theory and the action,
converge the development of reflective teachers, facilitators of the learning and the autonomy of their students. Thus,
trainings and supervisory practices should focus on the analysis and reconstruction of the educational experience,
making it the central axis of professional development.