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Prática de Ensino Supervisionada – Notas do século XXI: O entrelaçar das novas tecnologias e da tradição no processo de Ensino-Aprendizagem em Educação Musical
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| 4.07 MB | Adobe PDF |
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Abstract(s)
Este relatório apresenta uma reflexão sobre a prática de ensino supervisionada na área do ensino de Educação Musical no ensino básico, analisando a interação entre as novas tecnologias e as metodologias tradicionais no processo de ensino-aprendizagem. O trabalho foi desenvolvido numa escola do norte do país, durante o ano letivo de 2023/2024, envolvendo turmas do 5.º e 6.º ano do ensino básico de educação musical. A utilização de ferramentas digitais como o MuseScore, YouTube e outras plataformas interativas, permitiu observar o potencial para enriquecer a experiência educativa, promovendo maior envolvimento e autonomia dos alunos. Os resultados obtidos evidenciam que a inserção de tecnologias no ensino da educação musical favorece a personalização da aprendizagem, estimula a criatividade e contribui para uma abordagem mais inclusiva e adaptada às novas exigências pedagógicas do século XXI.
This report presents a reflection on supervised teaching practice in the field of Music Education, analyzing the interaction between new technologies and traditional methodologies in the teaching-learning process. The work was carried out in a school in the north of Portugal during the 2023/2024 academic year, involving 5th and 6th-grade classes. The use of digital tools such as MuseScore, YouTube, and interactive platforms allowed for the observation of their potencial in enriching the educational experience, promoting greater student engagement and autonomy. The results highlight that the integration of technologies in music education supports personalized learning, stimulates creativity, and contributes to a more inclusive approach adapted to new pedagogical demands of th 21st century.
This report presents a reflection on supervised teaching practice in the field of Music Education, analyzing the interaction between new technologies and traditional methodologies in the teaching-learning process. The work was carried out in a school in the north of Portugal during the 2023/2024 academic year, involving 5th and 6th-grade classes. The use of digital tools such as MuseScore, YouTube, and interactive platforms allowed for the observation of their potencial in enriching the educational experience, promoting greater student engagement and autonomy. The results highlight that the integration of technologies in music education supports personalized learning, stimulates creativity, and contributes to a more inclusive approach adapted to new pedagogical demands of th 21st century.
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Keywords
Educação musical Novas tecnologias Ensino-aprendizagem Personalização Inclusão