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Prática de Ensino Supervisiona Em Ensino de Educação Musical no Ensino Básico
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O presente relatório constitui o culminar do Mestrado em Ensino de Educação Musical no Ensino Básico. Tem como objetivo relatar a experiência de lecionação e apresentar as investigações/pesquisas realizadas ao longo do ano letivo, com vista ao aperfeiçoamento das competências teóricas e práticas decorrentes da Prática de Ensino Supervisionada. O período de prática profissional foi desenvolvido com duas turmas do 6.º ano numa Escola Básica e Secundária do norte do país, tendo como tema central “Os jogos como recurso de aprendizagem no contexto da Educação Musical.”
O relatório encontra-se estruturado em cinco partes principais: I. Ser Professor; II. Caracterização do Contexto Educativo; III. Desenvolvimento Profissional; IV. Reflexão sobre as Competências Profissionais e V. Considerações Finais. Na primeira parte, é explorado o papel e a trajetória do professor de forma geral, centrando-se particularmente na função do professor de Educação Musical e na importância de uma visão educacional humanizadora e centrada no aluno.
O segundo capítulo apresenta a contextualização da escola e das turmas envolvidas na prática profissional. O terceiro, introduz/apresenta o tema que orienta todo o relatório e se refere à forma com os jogos podem apresentar-se como uma ferramenta de trabalho, para promover a aprendizagem no contexto da Educação Musical. Neste ponto é ainda apresentando uma reflexão sobre o que é jogo, a sua importância enquanto “aliado” e complemento na abordagem dos conteúdos. É ainda explorado e elaborado um guia dos jogos implementados durante a prática profissional de forma a testar a teoria subjacente à temática, na prática.
De seguida, no quarto capítulo, apresento uma reflexão sobre os resultados obtidos após a implementação de cada jogo, bem como uma reflexão geral sobre a expectativa e a realidade, em relação às atividades realizadas durante o ano letivo. É também apresentada uma análise sobre, de que forma e como, os jogos podem, ou não, ser uma ferramenta útil na lecionação dos conteúdos específicos da disciplina de Educação Musical. Por fim, a última parte é inteiramente dedicada às reflexões pessoais acerca do meu percurso profissional de aluna a professora, as dificuldades que enfrentei e possíveis soluções a colocar em prática no futuro.
This report constitutes the culmination of the Master’s Degree in Teaching of Music Education in Basic Education. Its main objective is to describe the teaching experience and to present the research carried out throughout the academic year, with a view to improving the theoretical and practical skills developed during the Supervised Teaching Practice. The professional practice period was carried out with two 6th-grade classes at a Basic and Secondary School in the north of the country, under the central theme “Games as a Learning Resource in the Context of Music Education.” The report is structured into five main sections: I. Being a Teacher; II. Characterization of the Educational Context; III. Professional Development; IV. Reflection on Professional Competences and V. Final Considerations. In the first section, the role and career path of the teacher are explored in general terms, focusing particularly on the function of the Music Education teacher and the importance of a humanizing and student-centered educational vision. The second chapter presents the contextualization of the school and the classes involved in the professional practice. The third introduces the central theme of the report, discussing how games can serve as a working tool to promote learning within the context of Music Education. This section also includes a reflection on the concept of play, its importance as an “ally” and complement in approaching curricular content, as well as a guide to the games implemented during the professional practice, in order to test the underlying theory in practice. Next, in the fourth chapter, I present a reflection on the results obtained after the implementation of each game, as well as a general reflection on expectations versus reality regarding the activities carried out during the academic year. An analysis is also presented of how and to what extent games can be a useful tool in teaching the specific contents of the Music Education subject. Finally, the last section is entirely dedicated to personal reflections on my professional journey from student to teacher, the difficulties I faced, and possible solutions to apply in the future.
This report constitutes the culmination of the Master’s Degree in Teaching of Music Education in Basic Education. Its main objective is to describe the teaching experience and to present the research carried out throughout the academic year, with a view to improving the theoretical and practical skills developed during the Supervised Teaching Practice. The professional practice period was carried out with two 6th-grade classes at a Basic and Secondary School in the north of the country, under the central theme “Games as a Learning Resource in the Context of Music Education.” The report is structured into five main sections: I. Being a Teacher; II. Characterization of the Educational Context; III. Professional Development; IV. Reflection on Professional Competences and V. Final Considerations. In the first section, the role and career path of the teacher are explored in general terms, focusing particularly on the function of the Music Education teacher and the importance of a humanizing and student-centered educational vision. The second chapter presents the contextualization of the school and the classes involved in the professional practice. The third introduces the central theme of the report, discussing how games can serve as a working tool to promote learning within the context of Music Education. This section also includes a reflection on the concept of play, its importance as an “ally” and complement in approaching curricular content, as well as a guide to the games implemented during the professional practice, in order to test the underlying theory in practice. Next, in the fourth chapter, I present a reflection on the results obtained after the implementation of each game, as well as a general reflection on expectations versus reality regarding the activities carried out during the academic year. An analysis is also presented of how and to what extent games can be a useful tool in teaching the specific contents of the Music Education subject. Finally, the last section is entirely dedicated to personal reflections on my professional journey from student to teacher, the difficulties I faced, and possible solutions to apply in the future.
Descrição
Palavras-chave
Educação musical Jogo: Cultura Promoção da aprendizagem Humanização