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Abstract(s)
Este trabalho decorre da Unidade Curricular de Prática de Ensino Supervisionada,
do curso de Mestrado em Ensino de Educação Musical no Ensino Básico, ministrado pela
Escola Superior de Educação do Instituto Politécnico de Bragança. Consiste no relato de
experiências de ensino-aprendizagem desenvolvidas em contexto de estágio profissional
na disciplina de Educação Musical, no 6.º ano de escolaridade, do 2.º Ciclo do Ensino
Básico.
A par das experiências pedagógicas realizadas, foi implementado um projeto de
investigação-ação que teve como objetivo potenciar a consciencialização dos discentes
para a ação climática, através do desenvolvimento de um Projeto Musical Performativo
(PMP), baseado na abordagem A2018. A temática escolhida foi a preservação dos
oceanos e consistiu na criação/performance da letra de uma canção, cujo desenvolvimento
pôde articular vários princípios didáticos das pedagogias musicais ativas em Educação
Musical. Como instrumento de avaliação foi aplicado um questionário e os resultados
sugerem que: 1) a inclusão dos interesses musicais dos discentes na escolha do objeto de
estudo foi determinante para o envolvimento destes na atividade de PMP; 2) a cocriação
da letra da canção fomentou a aquisição de competências musicais e a consciencialização
para a ação climática; 3) ao desejarem a continuidade das práticas do PMP, a maioria dos
discentes inquiridos poderá estar a corroborar a utilidade pedagógica da realização do
PMP, baseado nas premissas da abordagem A 2018.
Conclui-se que, face aos resultados obtidos, foi possível adquirir e desenvolver
competências profissionais fundamentais para o exercício do ensino da Educação Musical
no Ensino Básico, nomeadamente através da triangulação dos três elementos constituintes
do perfil docente, conforme me propus seguir enquanto orientação profissional nesta área:
o elemento da competência pedagógica; o elemento da competência artística; o elemento
da competência científica.
This work arises from the Curricular Unit of Supervised Teaching Practice, of the Master's course in Teaching Music Education in Basic Education, taught by the School of Education of the Polytechnic Institute of Bragança. It consists of reporting teachinglearning experiences developed in the context of a professional internship in the subject of Music Education, in the 2nd Cycle of Basic Education. Alongside the pedagogical experiences carried out, an action research project was implemented which aimed to increase students' awareness of climate action, through the development of a Performative Musical Project (PMP), based on the A2018 approach. The chosen theme was the preservation of the oceans and consisted of the creation/performance of the lyrics of a song, the development of which could articulate several didactic principles of musical pedagogies active in Music Education. A questionnaire was applied as an evaluation instrument and the results suggest that: 1) the inclusion of students' musical interests in choosing the object of study was decisive for their involvement in the PMP activity; 2) the co-creation of the song's lyrics fostered the acquisition of musical skills and awareness of climate action; 3) by wishing to continue PMP practices, the majority of students surveyed may be corroborating the pedagogical usefulness of carrying out the PMP, based on the premises of the A-2018 approach. It is concluded that, given the results obtained, it was possible to acquire and develop fundamental professional skills for teaching Musical Education in Basic Education, namely through the triangulation of the three constituent elements of the teaching profile, as I proposed to follow as professional guidance in this area: the element of pedagogical competence; the element of artistic competence; the element of scientific competence.
This work arises from the Curricular Unit of Supervised Teaching Practice, of the Master's course in Teaching Music Education in Basic Education, taught by the School of Education of the Polytechnic Institute of Bragança. It consists of reporting teachinglearning experiences developed in the context of a professional internship in the subject of Music Education, in the 2nd Cycle of Basic Education. Alongside the pedagogical experiences carried out, an action research project was implemented which aimed to increase students' awareness of climate action, through the development of a Performative Musical Project (PMP), based on the A2018 approach. The chosen theme was the preservation of the oceans and consisted of the creation/performance of the lyrics of a song, the development of which could articulate several didactic principles of musical pedagogies active in Music Education. A questionnaire was applied as an evaluation instrument and the results suggest that: 1) the inclusion of students' musical interests in choosing the object of study was decisive for their involvement in the PMP activity; 2) the co-creation of the song's lyrics fostered the acquisition of musical skills and awareness of climate action; 3) by wishing to continue PMP practices, the majority of students surveyed may be corroborating the pedagogical usefulness of carrying out the PMP, based on the premises of the A-2018 approach. It is concluded that, given the results obtained, it was possible to acquire and develop fundamental professional skills for teaching Musical Education in Basic Education, namely through the triangulation of the three constituent elements of the teaching profile, as I proposed to follow as professional guidance in this area: the element of pedagogical competence; the element of artistic competence; the element of scientific competence.
Description
Keywords
Prática de Ensino Supervisionada Ensino Básico Educação Musical Projeto Musical Performativo Abordagem A 2018 Pedagogias Musicais Ativas