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Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio, intitulado "As Outras Músicas nas Práticas Letivas da Formação
Musical" é realizado no âmbito da Prática de Ensino Supervisionada efetuada na Escola de Música da
Póvoa de Varzim e inserido no Mestrado em Ensino de Música - Ramo Formação Musical na Escola
Superior de Educação e Escola Superior de Música e Artes do Espetáculo do Politécnico do Porto.
Este relatório apresenta-se em três capítulos. O primeiro capítulo começa por centrar a sua atenção
na profissão docente, dado a sua importância no ensino e as principais dificuldades. De seguida,
focamo-nos no polo de estágio, contextualizando a escola, os seus objetivos na comunidade e a sua
oferta educativa. Nesta parte, abordamos as disciplinas responsáveis pela prática educativa em
estudo, numa perspetiva de autonomia do professor. O segundo capítulo foca-se na Prática de Ensino
Supervisionada, realçando alguns elementos base fundamentais como a observação, a planificação, a
lecionação, a avaliação e a reflexão (o elo de todos os elementos).
O último capítulo, apresenta uma investigação que aborda alguns temas como: o professor de Formação
Musical; uma breve evolução da disciplina e a utilização do repertório na sala de aula. Este
enquadramento teórico complementa a utilização dos inquéritos por questionário realizados aos
professores de Formação Musical, de forma a compreendermos a razão pela qual os docentes de música
não recorrem ao repertório não-erudito nas aulas e se as estratégias desenvolvidas ao longo desta
investigação poderão ser úteis para uma utilização mais predominante e eficiente do mesmo.
Por fim, observamos que o uso do repertório erudito ainda permanece presente na prática letiva da
disciplina. Contudo, existe uma maior preocupação, por parte dos docentes, em utilizar as outras
músicas, tornando a disciplina de Formação Musical mais motivadora e cativante. De acordo com as
respostas obtidas, constatou-se que a orientação estruturada da escuta, fornecida a partir desta
investigação, ajudou a uma aproximação dos docentes ao repertório não erudito.
This internship report, entitled "The Other Music in Teaching Practices of Musical Training" is carried out within the scope of the Supervised Teaching Practice carried out at the Póvoa de Varzim Music School and included in the Master's Degree in Music Teaching - Musical Training at School Branch Higher Education and Higher School of Music and Performing Arts of the Polytechnic of Porto. This report is presented in three chapters. The first chapter begins by focusing its attention on the teaching profession, given its importance in teaching and the main difficulties. Next, we focus on the internship center, contextualizing the school, its objectives in the community and its educational offer. In this part, we address the disciplines responsible for the educational practice under study, from a perspective of teacher autonomy. The second chapter focuses on Supervised Teaching Practice, highlighting some fundamental basic elements such as observation, planning, teaching, evaluation, and reflection (the link between all elements). The last chapter presents an investigation that addresses some topics such as: the Musical Training teacher; a brief evolution of the discipline and the use of the repertoire in the classroom. This theoretical framework complements the use of questionnaire surveys carried out with Music Training teachers, to understand the reason why music teachers do not use non-erudite repertoire in classes and whether the strategies developed throughout this investigation could be useful for a more predominant and efficient use of it. Finally, we observed that the use of the erudite repertoire remains present in the teaching practice of the subject. However, there is a greater concern on the part of teachers to use other music, making the Musical Training subject more motivating and captivating. According to the responses obtained, it was found that the structured listening guidance, provided from this investigation, helped to bring teachers closer to the non-erudite repertoire.
This internship report, entitled "The Other Music in Teaching Practices of Musical Training" is carried out within the scope of the Supervised Teaching Practice carried out at the Póvoa de Varzim Music School and included in the Master's Degree in Music Teaching - Musical Training at School Branch Higher Education and Higher School of Music and Performing Arts of the Polytechnic of Porto. This report is presented in three chapters. The first chapter begins by focusing its attention on the teaching profession, given its importance in teaching and the main difficulties. Next, we focus on the internship center, contextualizing the school, its objectives in the community and its educational offer. In this part, we address the disciplines responsible for the educational practice under study, from a perspective of teacher autonomy. The second chapter focuses on Supervised Teaching Practice, highlighting some fundamental basic elements such as observation, planning, teaching, evaluation, and reflection (the link between all elements). The last chapter presents an investigation that addresses some topics such as: the Musical Training teacher; a brief evolution of the discipline and the use of the repertoire in the classroom. This theoretical framework complements the use of questionnaire surveys carried out with Music Training teachers, to understand the reason why music teachers do not use non-erudite repertoire in classes and whether the strategies developed throughout this investigation could be useful for a more predominant and efficient use of it. Finally, we observed that the use of the erudite repertoire remains present in the teaching practice of the subject. However, there is a greater concern on the part of teachers to use other music, making the Musical Training subject more motivating and captivating. According to the responses obtained, it was found that the structured listening guidance, provided from this investigation, helped to bring teachers closer to the non-erudite repertoire.
Description
Keywords
Formação musical Repertório Autonomia docente Validade docente Prática de ensino supervisionada Musical education Repertoire Teaching autonomy Teaching validity Supervised teaching practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação