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Abstract(s)
As teorias da aprendizagem e os paradigmas pedagógicos são temas de debate frequente entre os vários ramos da educação e o ensino artístico não é exceção.
No caso específico do ensino especializado da música a autonomia pedagógica conferida às escolas e a ausência de programas nacionais para as várias disciplinas dificulta a caracterização das práticas.
A falta de informação nessa área fez surgir diversas questões relativas aos papéis que o professor e o aluno podem desempenhar no processo de ensino-aprendizagem e, num mundo em que os sistemas educativos caminham na direção de uma aprendizagem mais construtivista, que espaço terá esta no âmbito da Formação Musical.
O caminho percorrido na procura de respostas resultou no presente trabalho que articula a análise da legislação e bibliografia sobre o tema, a experiência educativa em contexto de estágio e o projeto de investigação realizado. Estas três valências, embora apresentadas em capítulos diferentes, relacionam-se mutuamente ao longo de todo o relatório.
- A legislação e a bibliografia permitiram conhecer o passado da educação em Portugal, caracterizando os sistemas educativos e as práticas, quer do ensino regular quer do ensino especializado da música, desde o nascimento do primeiro conservatório de música em 1835.
- A experiência educativa em contexto de estágio despoletou várias reflexões acerca das práticas da disciplina na atualidade através da observação de aulas bem como da planificação das mesmas, onde se tentou integrar, sempre que possível, estratégias construtivistas da aprendizagem, testando a sua pertinência.
- A investigação trouxe algumas das respostas que faltavam, com o testemunho dos diversos professores cooperantes do MEM do ano letivo 2018/2019, que através do questionário aplicado refletiram acerca das suas práticas e ideologias no âmbito da disciplina.
A articulação de todos estes fatores provocou, por fim, uma reflexão relativamente ao passado, presente e futuro daquela que é a Formação Musical em Portugal
Learning theories and pedagogical paradigms are subjects of frequent debate between the different branches of education and arts are no exception. In the specific case of specialized music education, it is difficult to characterize pedagogical practices due to the school’s autonomy and the absence of national programs for the various subjects. The lack of information in this area has raised several questions regarding the role of both teachers and students in the teaching-learning process as well as the possibility of a constructivist learning in Music Education. The path taken in the search for answers led to the present work that articulates the analysis of legislation and bibliography on the subject, the educational experience in an internship context and the research project carried out. These three valences, although presented in different chapters, are mutually related throughout the report. - Legislation and bibliography have made it possible to know the past of education in Portugal, describing the educational systems and practices of both regular education and specialized music education since the foundation of the first conservatory of music in 1835. - The educational experience in an internship context has triggered several reflections on the current Music Education practices, based on the observation and planning of lessons, where constructivist learning strategies were integrated, whenever possible, to test their efficiency. - The research brought some of the answers that were missing, with the testimony of the several cooperating teachers of MEM of the academic year 2018/2019, who reflected about their practices and ideologies on Music Education through the questionnaire presented. Finally, the articulation of all these factors led to a reflection on the past, present and future of the Music Education in Portugal.
Learning theories and pedagogical paradigms are subjects of frequent debate between the different branches of education and arts are no exception. In the specific case of specialized music education, it is difficult to characterize pedagogical practices due to the school’s autonomy and the absence of national programs for the various subjects. The lack of information in this area has raised several questions regarding the role of both teachers and students in the teaching-learning process as well as the possibility of a constructivist learning in Music Education. The path taken in the search for answers led to the present work that articulates the analysis of legislation and bibliography on the subject, the educational experience in an internship context and the research project carried out. These three valences, although presented in different chapters, are mutually related throughout the report. - Legislation and bibliography have made it possible to know the past of education in Portugal, describing the educational systems and practices of both regular education and specialized music education since the foundation of the first conservatory of music in 1835. - The educational experience in an internship context has triggered several reflections on the current Music Education practices, based on the observation and planning of lessons, where constructivist learning strategies were integrated, whenever possible, to test their efficiency. - The research brought some of the answers that were missing, with the testimony of the several cooperating teachers of MEM of the academic year 2018/2019, who reflected about their practices and ideologies on Music Education through the questionnaire presented. Finally, the articulation of all these factors led to a reflection on the past, present and future of the Music Education in Portugal.
Description
Keywords
Formação musical Educação Teorias da aprendizagem Paradigmas pedagógicos Construtivismo Music education Education Learning theories Pedagogical paradigms Constructivism
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Instituto Politécnico do Porto. Escola Superior de Educação