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Advisor(s)
Abstract(s)
Sabendo-se que Portugal carece de um programa de Formação
Musical único e homologado, questionam -se as linhas orientadoras
no ensino da disciplina, a identidade da mesma e dos professores
que a lecionam. Propõe -se uma Formação Musical para'a'música,
mesmo em anos de exame, no equilíbrio entre o que é atualmente
promovido pelos professores e as exigências dos contextos
educativos reais, nomeadamente a necessidade de bons resultados
académicos. Durante a maturação destas questões foi realizado o
estágio onde estas ideias se refletiram. A experiência ímpar de
observar em primeira mão outros procedimentos trouxe a
curiosidade de conhecer mais práticas da Formação Musical.
O presente trabalho compreendeu investigação bibliográfica no que
se refere aos assuntos legislativos para contextualizar o ensino da
música em Portugal, às questões curriculares e às que discutem o
binómio treino ou instrução musical e educação musical. Incluiu
ainda a reflexão mais específica decorrente do estágio e respetiva
contextualização. Foi complementado por uma investigação que
pretendeu recolher dados sobre as práticas educativas da disciplina
por meio de questionários enviados para um elevado número de
escolas de música oficiais a nível nacional.
Sobre a Formação Musical para'a'música, é de acreditar que ela
fosse sempre possível, mesmo que fosse desejável ter mais tempo
semanal dedicado à disciplina. Sobre o estágio, as aprendizagens
foram imprevistas e impulsionadas essencialmente pela reflexão
conjunta com os professores intervenientes. A terceira parte trouxe
informação nova sobre as práticas educativas realizadas pelo país.
No final, permaneceu a necessidade de se conhecer mais
profundamente as realidades e de efetivar projetos colaborativos
que ajudem o ensino da Formação Musical a ser com e para'a'
música nos diversos contextos.
Portugal does not have an official syllabus of Music Education1. In this work, we elaborate on the guidelines, identity and teacher´s practices of Music Education and on the relationships between them. Our initial thesis was that this discipline has to have music as its main goal, even in exam years, respecting the balance between what is being taught in the class and the demands of the educative context, such as good marks in final exams. During the elaboration of this thesis I did my pedagogic internship. This rich experience of observing other pedagogic practices increased the need to know even more different practices and elaborate on those observations. This work consists of a first part of bibliographic research about legislation of Music Education teaching in Portugal, curricula matters and previous work about the dichotomy between music training and music education. It then includes specific thoughts arising from practice in the pedagogic internship. Finally, it was complemented by data collected on an internet quiz answered by teachers of several public schools, private and professional schools that offers certificate programs in Portugal. About a music based Music Education, we belief that this is always possible, even if more time is needed in the student timetable. About the pedagogical internship, we must stress that it contributed significantly to the accomplishment of this work with several fruitful brainstorming with the teachers involved. Finally, the teacher´s quiz brought valuable information about the different pedagogical practices in Portugal. After this work it emerged the need of knowing even more what is being done in Music Education teaching all over the country, and the need of collaborative initiatives that help us to practice a Music Education teaching with music and for'music.
Portugal does not have an official syllabus of Music Education1. In this work, we elaborate on the guidelines, identity and teacher´s practices of Music Education and on the relationships between them. Our initial thesis was that this discipline has to have music as its main goal, even in exam years, respecting the balance between what is being taught in the class and the demands of the educative context, such as good marks in final exams. During the elaboration of this thesis I did my pedagogic internship. This rich experience of observing other pedagogic practices increased the need to know even more different practices and elaborate on those observations. This work consists of a first part of bibliographic research about legislation of Music Education teaching in Portugal, curricula matters and previous work about the dichotomy between music training and music education. It then includes specific thoughts arising from practice in the pedagogic internship. Finally, it was complemented by data collected on an internet quiz answered by teachers of several public schools, private and professional schools that offers certificate programs in Portugal. About a music based Music Education, we belief that this is always possible, even if more time is needed in the student timetable. About the pedagogical internship, we must stress that it contributed significantly to the accomplishment of this work with several fruitful brainstorming with the teachers involved. Finally, the teacher´s quiz brought valuable information about the different pedagogical practices in Portugal. After this work it emerged the need of knowing even more what is being done in Music Education teaching all over the country, and the need of collaborative initiatives that help us to practice a Music Education teaching with music and for'music.
Description
Keywords
Formação musical Treino musical Educação musical Formação musical para a música Music instruction Music education Music education for music
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação