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O poder da música na memorização e no processo de ensino-aprendizagem
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Abstract(s)
O presente relatório de estágio foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, integrada no Mestrado em Ensino de Educação Musical no Ensino Básico da Escola Superior de Educação do Instituto Politécnico do Porto. A investigação desenvolvida teve como objetivo compreender se os professores e alunos do 2º ciclo do ensino básico da Escola Básica de Matosinhos utilizam a música no processo de ensino-aprendizagem
e na memorização, e a perspetiva dos participantes em relação a esta utilização. Para isto, elaborou-se uma revisão de literatura que realça a importância da música no desenvolvimento global da criança, nas competências cognitivas e na memória.
A nível empírico, recorreu-se a uma metodologia de cariz misto, com a aplicação de questionários a 34 professores e 61 alunos da Escola Básica de Matosinhos. Os resultados
mostram que os professores utilizam a música como recurso sobretudo em disciplinas de línguas e de História e Geografia de Portugal, recorrendo a estratégias como a adição de melodias ou ritmos aos conteúdos curriculares. Do ponto de vista dos alunos, a música é reconhecida como um recurso eficaz para a memorização, destacando-se práticas como a invenção de canções e a adaptação de melodias conhecidas. Os dados mostram que a maioria dos professores e alunos utilizam a música como ferramenta pedagógica e que reconhecem os benefícios na atenção, concentração, retenção de conhecimentos, contribuindo para aprendizagens mais significativas.
The present internship report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master’s Degree in Music Education Teaching in Basic Education at the School of Education of the Polytechnic Institute of Porto. The research aimed to understand whether teachers and students of the 2nd cycle of basic education at Matosinhos Basic School use music in the teaching–learning process and in memorization, as well as the participants’ perspectives regarding this use. To this end, a literature review was conducted, highlighting the importance of music in the child’s overall development, in cognitive skills, and in memory. At the empirical level, a mixed-methods approach was adopted, applying questionnaires to 34 teachers and 61 students from Matosinhos Basic School. The results show that teachers mainly use music as a resource in language subjects and in History and Geography of Portugal, employing strategies such as adding melodies or rhythms to curricular content. From the students’ perspective, music is recognized as an effective resource for memorization, with practices such as inventing songs and adapting familiar melodies standing out. The data show that most teachers and students use music as a pedagogical tool and acknowledge its benefits for attention, concentration, and knowledge retention, contributing to more meaningful learning.
The present internship report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master’s Degree in Music Education Teaching in Basic Education at the School of Education of the Polytechnic Institute of Porto. The research aimed to understand whether teachers and students of the 2nd cycle of basic education at Matosinhos Basic School use music in the teaching–learning process and in memorization, as well as the participants’ perspectives regarding this use. To this end, a literature review was conducted, highlighting the importance of music in the child’s overall development, in cognitive skills, and in memory. At the empirical level, a mixed-methods approach was adopted, applying questionnaires to 34 teachers and 61 students from Matosinhos Basic School. The results show that teachers mainly use music as a resource in language subjects and in History and Geography of Portugal, employing strategies such as adding melodies or rhythms to curricular content. From the students’ perspective, music is recognized as an effective resource for memorization, with practices such as inventing songs and adapting familiar melodies standing out. The data show that most teachers and students use music as a pedagogical tool and acknowledge its benefits for attention, concentration, and knowledge retention, contributing to more meaningful learning.
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Keywords
Prática de ensino supervisionada Música Processo de ensino-aprendizagem Memorização Aprendizagem significativa Supervised teaching practice Music Teaching-learning process Memorization Meaningful learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence