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Abstract(s)
O presente Relatório de Estágio foi elaborado no âmbito da Unidade Curricular (UC) de Dissertação, Projeto ou Estágio em Educação Especial e Inclusão, inserida no Mestrado em Educação Especial: Problemas de Cognição e Multideficiência na Escola Superior de Educação do Instituto Politécnico do Porto. O estágio, teve lugar no ano letivo de 2023/2024 numa escola do Agrupamento de Escolas no Norte de Portugal (AENP), cujo Centro de Apoio à Aprendizagem (CAA) integra uma Unidade de Apoio Especializado para a Educação de Alunos com Multideficiência e Surdocegueira Congénita (UAEM). A experiência de estágio norteou-se por uma prática de natureza investigativa, procurando desenvolver um conjunto de sessões de educação musical que pudessem facilitar o envolvimento e participação dos 4 alunos apoiados na UAEM. Foram dois os objetivos que orientaram a prática: i) compreender que estratégias e abordagens parecem favorecer o envolvimento de alunos da UAEM em atividades musicais; ii) analisar de que forma as atividades musicais desenvolvidas em contexto de UAEM promovem a participação destes alunos em ambientes musicais partilhados com os seus grupos/turmas de aprendizagem. Usamos a abordagem de Lesson Study/estudo de aula como forma de adequação continua das práticas pedagógicas. Algumas das estratégias/abordagens usadas e avaliadas na implementação do programa alinharam-se com os princípios da aprendizagem em espiral, garantindo que os conteúdos e atividades fossem revisitados em todas as sessões, acrescentando gradualmente novos passos às atividades, e a consistência na estrutura e rotina das sessões. Através de uma recolha de dados que acompanhou todas as sessões e que se operou através do uso da Escala de Envolvimento de Carpenter (2015), pudemos observar uma tendência positiva no envolvimento dos alunos ao longo das sessões. Através da entrevista a dois professores que acompanharam os alunos em dinâmicas musicais desenvolvidas em contexto de turma, documenta-se também a perceção de um maior envolvimento nas atividades associada ao início e desenvolvimento do programa. Com isto, sugere-se que o programa de educação desenvolvido parece ter promovido o envolvimento dos alunos nas sessões específicas da UAEM, a par de um impacto positivo na sua participação em atividades musicais partilhadas com a turma.
This Internship Report was prepared within the scope of the Curricular Unit (CU) of Dissertation, Project or Internship in Special Education and Inclusion included in the Master's Degree in Special Education: Problems of Cognition and Multidisability at the School of Education of the Polytechnic Institute of Porto. The internship took place in the 2023/2024 school year in a school of a School Group in the North of Portugal (AENP), whose Learning Support Center (CAA) includes a Specialized Support Unit for the Education of Students with Multidisabilities and Congenital Deafblindness (UAEM). The internship experience was guided by an investigative practice, trying to develop a set of music education sessions that could make easier the engagement and participation of the 4 students supported at UAEM. There were two goals that guided the practice: i) to understand which strategies and approaches would help the engagement of UAEM students in musical activities; ii) to analyze how the musical activities developed in the context of UAEM would promote the participation of these students in musical environments shared with their learning groups/classes. We used the Lesson Study approach as a way of continuous adaptation of pedagogical practices. Some of the strategies/approaches used and evaluated in the implementation of the program aligned with the principles of spiral learning ensuring that content and activities were revisited in all sessions, gradually adding new steps to the activities and the consistency in the structure and routine of the sessions. Through data collection which accompanied all sessions and operated with the use of the Carpenter Engagement Scale (2015), we could observe a positive trend in student engagement throughout the sessions. In an interview with two teachers, who accompanied the students in musical dynamics developed in the context of the class, it is also documented the perception of a greater engagement in the activities associated with the beginning and development of the program. This suggests that the education program developed seems to have promoted the engagement of students in the specific sessions of UAEM along with a positive impact on their participation in general musical activities.
This Internship Report was prepared within the scope of the Curricular Unit (CU) of Dissertation, Project or Internship in Special Education and Inclusion included in the Master's Degree in Special Education: Problems of Cognition and Multidisability at the School of Education of the Polytechnic Institute of Porto. The internship took place in the 2023/2024 school year in a school of a School Group in the North of Portugal (AENP), whose Learning Support Center (CAA) includes a Specialized Support Unit for the Education of Students with Multidisabilities and Congenital Deafblindness (UAEM). The internship experience was guided by an investigative practice, trying to develop a set of music education sessions that could make easier the engagement and participation of the 4 students supported at UAEM. There were two goals that guided the practice: i) to understand which strategies and approaches would help the engagement of UAEM students in musical activities; ii) to analyze how the musical activities developed in the context of UAEM would promote the participation of these students in musical environments shared with their learning groups/classes. We used the Lesson Study approach as a way of continuous adaptation of pedagogical practices. Some of the strategies/approaches used and evaluated in the implementation of the program aligned with the principles of spiral learning ensuring that content and activities were revisited in all sessions, gradually adding new steps to the activities and the consistency in the structure and routine of the sessions. Through data collection which accompanied all sessions and operated with the use of the Carpenter Engagement Scale (2015), we could observe a positive trend in student engagement throughout the sessions. In an interview with two teachers, who accompanied the students in musical dynamics developed in the context of the class, it is also documented the perception of a greater engagement in the activities associated with the beginning and development of the program. This suggests that the education program developed seems to have promoted the engagement of students in the specific sessions of UAEM along with a positive impact on their participation in general musical activities.
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Keywords
Inclusão Educação musical Alunos com medidas de apoio adicionais Unidade de apoio à multideficiência Centros de apoio à aprendizagem (CAA) Inclusion Music education Students with additional support measures Multidisability support unit Learnings
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação