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O diálogo pedagógico no ensino do violino: reflexões sobre a ansiedade na performance musical
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O presente Relatório de Estágio articula a Prática de Ensino Supervisionada com um Projeto de Investigação centrado no diálogo pedagógico no ensino do violino e na sua relação com a ansiedade na performance musical. O trabalho enquadra-se no contexto do Conservatório de Música do Porto e integra a caracterização da instituição, a reflexão sobre a prática pedagógica desenvolvida durante o Estágio e a investigação realizada junto de alunos de violino. A partir da revisão de literatura sobre ansiedade na performance musical, da análise do papel do professor no processo de ensino-aprendizagem e da recolha de dados através de questionários e entrevistas, procurou-se compreender de que forma o diálogo pedagógico pode contribuir para a sensibilização e acompanhamento dos alunos perante os desafios emocionais associados à performance musical.
This Internship Report combines the Supervised Teaching Practice with an Investigation Project focused on pedagogical dialogue in violin teaching and its relationship to musical performance anxiety. The work is set within the context of the Conservatório de Música do Porto and includes a description of the institution, a reflection on the pedagogical practice developed during the internship, and the research conducted with violin students. Based on a literature review on musical performance anxiety, an analysis of the teacher’s role in the teaching-learning process, and the collection of data through questionnaires and interviews, this investigation sought to understand how pedagogical dialogue can contribute to raising students awareness and supporting them in facing the emotional challenges associated with musical performance.
This Internship Report combines the Supervised Teaching Practice with an Investigation Project focused on pedagogical dialogue in violin teaching and its relationship to musical performance anxiety. The work is set within the context of the Conservatório de Música do Porto and includes a description of the institution, a reflection on the pedagogical practice developed during the internship, and the research conducted with violin students. Based on a literature review on musical performance anxiety, an analysis of the teacher’s role in the teaching-learning process, and the collection of data through questionnaires and interviews, this investigation sought to understand how pedagogical dialogue can contribute to raising students awareness and supporting them in facing the emotional challenges associated with musical performance.
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Ensino do violino Diálogo pedagógico Ansiedade na performance musical Relação professor-aluno Performance Ensino artístico especializado Violin teaching Pedagogical dialogue Musical performance anxiety Teacher-student relationship Specialized artistic education