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Prática de Ensino Supervisionada Em Ensino de Educação Musical No Ensino Básico – Experiências de Ensino-Aprendizagem Baseadas num Projeto A\2018
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O presente relatório insere-se no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), pertencente ao Mestrado em Ensino de Educação Musical no Ensino Básico da Escola Superior de Educação do Instituto Politécnico de Bragança. O trabalho tem como finalidade apresentar, de forma descritiva e reflexiva, o percurso pedagógico desenvolvido ao longo do estágio, salientando as aprendizagens realizadas e as competências profissionais adquiridas. A metodologia adotada seguiu uma abordagem mista (qualitativa e quantitativa), fundamentada nos modelos de investigação-ação e de pesquisa Educacional Baseada em Artes.
As experiências de ensino-aprendizagem concretizaram-se na implementação de um projeto musical performativo, estruturado segundo uma abordagem de Aprendizagem Baseada em Projeto (PBL) específica para a Educação Musical, designada A∴2018 (Alves, 2023). Para a produção e recolha de dados, foram utilizadas planificações gerais e planificações de aula, notas de campo registadas em diário de bordo e grelhas de observação. O tratamento da informação envolveu a triangulação de dados, com recurso a técnicas de análise de conteúdo e análise estatística, permitindo uma reflexão crítica sobre as práticas pedagógicas e as competências desenvolvidas. Os resultados obtidos indicam que as atividades foram realizadas com sucesso e que o processo formativo contribuiu significativamente para o desenvolvimento das competências técnicas e pedagógicas do estagiário, evidenciando uma prática docente consistente e fundamentada.
This report is part of the Supervised Teaching Practice (PES) curricular unit, belonging to the master’s degree in music education in Basic Education at the Higher School of Education of the Polytechnic Institute of Bragança. The purpose of this work is to present, in a descriptive and reflective way, the pedagogical path developed throughout the internship, highlighting the learning achieved and the professional skills acquired. The methodology adopted followed a mixed approach (qualitative and quantitative), based on action research and Arts-Based Educational research models. The teaching-learning experiences were carried out in the implementation of a performative musical project, structured according to a Project-Based Learning (PBL) approach specific to Music Education, designated A∴2018 (Alves, 2023). For the production and collection of data, general and specific planning models, field notes recorded in a logbook, and observation grids were used. The information processing involved data triangulation, using content analysis and statistical analysis techniques, allowing for critical reflection on pedagogical practices and the skills developed. The results obtained indicate that the activities were successfully carried out and that the training process contributed significantly to the development of the trainee's tech
This report is part of the Supervised Teaching Practice (PES) curricular unit, belonging to the master’s degree in music education in Basic Education at the Higher School of Education of the Polytechnic Institute of Bragança. The purpose of this work is to present, in a descriptive and reflective way, the pedagogical path developed throughout the internship, highlighting the learning achieved and the professional skills acquired. The methodology adopted followed a mixed approach (qualitative and quantitative), based on action research and Arts-Based Educational research models. The teaching-learning experiences were carried out in the implementation of a performative musical project, structured according to a Project-Based Learning (PBL) approach specific to Music Education, designated A∴2018 (Alves, 2023). For the production and collection of data, general and specific planning models, field notes recorded in a logbook, and observation grids were used. The information processing involved data triangulation, using content analysis and statistical analysis techniques, allowing for critical reflection on pedagogical practices and the skills developed. The results obtained indicate that the activities were successfully carried out and that the training process contributed significantly to the development of the trainee's tech
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Prática de ensino supervisionada Educação musical Projeto MusicalPerformativo A\ 2018