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Abstract(s)
O presente relatório elaborado no âmbito da unidade curricular de Prática de
Ensino Supervisionada, integrado no plano curricular do curso de Mestrado em
Ensino de Educação Musical no Ensino Básico, tenciona apresentar de forma
reflexiva e contextualizada, uma série de experiências de ensino-aprendizagem
desenvolvidas durante o Estágio Profissional no ano letivo de 2021/2022, no seio
de duas turmas de 6.ºano do 2.º ciclo do ensino básico de uma escola do nordeste
transmontano. Como objeto principal para este relatório, optei por abordar a
temática da inclusão e de que forma através da Música e da Educação Musical ela
poderá ser trabalhada. Para além desta temática muitas outras foram realizadas e
todas elas, tinham em vista o desenvolvimento de conhecimentos e competências
musicais aos alunos. No decorrer de toda a prática letiva, foram definidos objetivos
cujos vão de encontro ao documento Aprendizagens Essenciais 2.º Ciclo do Ensino
Básico- Educação Musical. Face às estratégias adotadas, estas vão de encontro à
postura pedagógica, posicionamento dos alunos e à divisão da aula em partes.
Como professor, e como postura pedagógica, achei sempre importante que as aulas
de Educação Musical fossem aulas onde todos pudessem ser ouvidos, onde o
trabalho em grupo fosse fulcral e um espaço onde o respeito pelo outro existisse.
Tudo isto sempre com o propósito de preparar os alunos para num futuro se
tornarem bons cidadãos e defensores de uma sociedade inclusiva, ouvinte e
respeitadora da diferença.
The present report, elaborated in the scope of the curricular unit of Supervised Teaching Practice, integrated in the curricular plan of the Master's degree course in Teaching Music Education in Basic Education, intends to present, in a reflective and contextualized way, a series of teaching-learning experiences developed during the Professional Training in the school year 2021/2022, within two 6th grade classes of the 2nd cycle of basic education of a school in the northeast of Trás-os-Montes. As main object for this report, I chose to approach the theme of inclusion and how it can be worked through Music and Music Education. Besides this theme, many other themes were carried out and all of them, had in view the development of knowledge and musical competences to the students. Throughout the teaching practice, objectives were set, which meet the document Essential Learning 2nd Cycle of Basic Education - Music Education. Given the strategies adopted, these are in line with the pedagogical attitude, positioning of students and the division of the class into parts. As a teacher, and with a pedagogical attitude, I always thought it was important that Music Education lessons were lessons where everyone could be heard, where group work was essential and a space where respect for the other existed. All this always with the purpose of preparing the students to become good citizens in the future and defenders of an inclusive society, listening and respectful of difference.
The present report, elaborated in the scope of the curricular unit of Supervised Teaching Practice, integrated in the curricular plan of the Master's degree course in Teaching Music Education in Basic Education, intends to present, in a reflective and contextualized way, a series of teaching-learning experiences developed during the Professional Training in the school year 2021/2022, within two 6th grade classes of the 2nd cycle of basic education of a school in the northeast of Trás-os-Montes. As main object for this report, I chose to approach the theme of inclusion and how it can be worked through Music and Music Education. Besides this theme, many other themes were carried out and all of them, had in view the development of knowledge and musical competences to the students. Throughout the teaching practice, objectives were set, which meet the document Essential Learning 2nd Cycle of Basic Education - Music Education. Given the strategies adopted, these are in line with the pedagogical attitude, positioning of students and the division of the class into parts. As a teacher, and with a pedagogical attitude, I always thought it was important that Music Education lessons were lessons where everyone could be heard, where group work was essential and a space where respect for the other existed. All this always with the purpose of preparing the students to become good citizens in the future and defenders of an inclusive society, listening and respectful of difference.
Description
Keywords
Música Educação Música Inclusão Prática de Ensino Supervisionada