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Abstract(s)
O presente documento insere-se no âmbito do Mestrado em Ensino de Educação Musical no
Ensino Básico, oferecido pela Escola Superior de Educação do Instituto Politécnico de
Bragança. Este trabalho visa apresentar uma análise detalhada do processo de implementação
do projeto da abordagem musical intitulado “360º à volta da Música”, sob a temática
contributos para o ensino articulado de dança. O projeto foi desenvolvido numa turma
composta por 12 alunas, com idades entre 10 e 12 anos, dos 5.º e 6.º anos do ensino
articulado de dança, numa escola do norte do país. A estrutura pedagógica do projeto
fundamentou-se na Abordagem Orff-Schulwerk, e procurou desenvolver atividades e
experiências musicais que atendessem às preferências do público-alvo, integrando-as de
forma coerente com a dança. Por meio de questionários, observação direta e participação
colaborativa, foi possível constatar que os conhecimentos musicais das alunas apresentaram
progresso gradual ao longo da implementação das atividades. Acredita-se que projetos desta
natureza têm o potencial de promover uma aprendizagem holística, mais alinhada às
necessidades e interesses específicos do público-alvo, contribuindo para uma formação
educativa interligada e significativa.
This document is presented within the framework of the Master’s Programme in Music Education for Primary Education, offered by the School of Education at the Polytechnic Institute of Bragança. This study aims to provide an in-depth examination of the implementation process of the music-focused pedagogical project approach entitled “360º around Music”, under the theme of contributions to the articulated teaching of dance. The project was conducted with a cohort of 12 female students, aged 10 to 12, in Years 5 and 6 of the integrated dance programme at school, situated in a northern city of the country. The pedagogical foundation of the project was based on the Orff-Schulwerk Approach, with the objective of designing musical activities and experiences that aligned with the students’ interests, integrating them effectively with dance. Through the analysis of questionnaires, direct observation, and collaborative participation, findings indicated that the students’ musical proficiency progressed incrementally over the course of the activities. It is posited that initiatives of this nature hold significant potential to foster a holistic learning environment that is more closely aligned with the specific needs and interests of the target group, contributing to an interconnected and meaningful educational experience.
This document is presented within the framework of the Master’s Programme in Music Education for Primary Education, offered by the School of Education at the Polytechnic Institute of Bragança. This study aims to provide an in-depth examination of the implementation process of the music-focused pedagogical project approach entitled “360º around Music”, under the theme of contributions to the articulated teaching of dance. The project was conducted with a cohort of 12 female students, aged 10 to 12, in Years 5 and 6 of the integrated dance programme at school, situated in a northern city of the country. The pedagogical foundation of the project was based on the Orff-Schulwerk Approach, with the objective of designing musical activities and experiences that aligned with the students’ interests, integrating them effectively with dance. Through the analysis of questionnaires, direct observation, and collaborative participation, findings indicated that the students’ musical proficiency progressed incrementally over the course of the activities. It is posited that initiatives of this nature hold significant potential to foster a holistic learning environment that is more closely aligned with the specific needs and interests of the target group, contributing to an interconnected and meaningful educational experience.
Description
Keywords
Orff-Schulwerk Música Movimento Criatividade