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Abstract(s)
Este relatório foi elaborado no âmbito da Prática de Ensino Supervisionada (PES), integrada no segundo ano do Mestrado em Ensino de Educação Musical no Ensino Básico da Escola Superior de Educação do Instituto Politécnico do Porto. Está dividido em três capítulos.
No primeiro capítulo são descritos os contextos e as práticas observados em várias escolas do distrito do Porto, observações essas efetuadas no início do ano letivo. O segundo capítulo expõe a escola e a turma em que realizei a PES, assim como o estágio que efetuei nesse contexto.
O terceiro capítulo apresenta o projeto de investigação, que visou compreender o desenvolvimento das competências socioemocionais das crianças e a sua relação com a frequência de aulas de música e com as suas preferências musicais. Neste estudo, participaram 170 crianças do 1º ciclo do ensino básico. Foram analisados dados das dimensões emocional, social e musical de 104 crianças, e das dimensões emocional e musical das restantes. A metodologia consistiu na aplicação de três inquéritos por questionário: dois às crianças e um aos seus professores titulares. Os resultados sugerem existir alguma relação significativa apenas entre as preferências musicas das crianças e as suas competências emocionais, nomeadamente nas dimensões intrapessoal e interpessoal. Nas restantes dimensões não verificaram relações significativas.
Para finalizar, apresentam-se algumas reflexões pessoais sobre a importância do estágio e as implicações do estudo realizado, para o meu desenvolvimento e desempenho como professora.
This report was prepared within the scope of the Supervised Teaching Practice (STP), integrated in the second year of the Master’s in Teaching Music Education in Basic Education at the Escola Superior de Educação do Instituto Politécnico do Porto. It is divided into three chapters. The first chapter describes the contexts and practices observed in several schools in the district of Porto, observations made at the beginning of the school year. The second chapter exposes the school and the class in which I carried out the STP, as well as the internship I did in this context. The third chapter presents the research project, which aimed to understand the development of children's socio-emotional skills and its relationship with the frequency of music classes and with their musical preferences. In this study, 170 children from the 1st cycle of basic education participated. Data from the emotional, social, and musical dimensions of 104 children were analysed and from the emotional and musical dimensions of the remaining participants. The methodology consisted in the application of three surveys by questionnaire: two to the children and one to their head teachers. The results suggest that there is some significant relationship only between children's music preferences and their emotional competences, namely in the intrapersonal and interpersonal dimensions. In the remaining dimensions, there were no significant relationships. Finally, some personal reflections on the importance of the internship and the implications of the study carried out for my development and performance as a teacher are presented.
This report was prepared within the scope of the Supervised Teaching Practice (STP), integrated in the second year of the Master’s in Teaching Music Education in Basic Education at the Escola Superior de Educação do Instituto Politécnico do Porto. It is divided into three chapters. The first chapter describes the contexts and practices observed in several schools in the district of Porto, observations made at the beginning of the school year. The second chapter exposes the school and the class in which I carried out the STP, as well as the internship I did in this context. The third chapter presents the research project, which aimed to understand the development of children's socio-emotional skills and its relationship with the frequency of music classes and with their musical preferences. In this study, 170 children from the 1st cycle of basic education participated. Data from the emotional, social, and musical dimensions of 104 children were analysed and from the emotional and musical dimensions of the remaining participants. The methodology consisted in the application of three surveys by questionnaire: two to the children and one to their head teachers. The results suggest that there is some significant relationship only between children's music preferences and their emotional competences, namely in the intrapersonal and interpersonal dimensions. In the remaining dimensions, there were no significant relationships. Finally, some personal reflections on the importance of the internship and the implications of the study carried out for my development and performance as a teacher are presented.
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Keywords
Educação musical Preferências musicais Competências socioemocionais Musical preferences Music education Socio-emotional skills
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação