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Práticas musicais desenvolvidas pelos refugiados afegãos em Portugal: o caso da Afghanistan National Institute of Music in Portugal (ANIMP)
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Resumo(s)
Este relatório apresenta uma análise integrada da prática educativa e da experiência de ensino desenvolvidas no âmbito do Mestrado em Ensino de Educação Musical no Ensino Básico, complementada por um estudo sobre as práticas musicais de refugiados afegãos em Portugal.
O primeiro capítulo reúne um portefólio das observações de aulas realizadas no início do ano letivo de 2024-25, sustentado em diários reflexivos que evidenciam a sua relevância para o desenvolvimento da prática docente. O segundo capítulo descreve a experiência como professor estagiário, detalhando as atividades educativas implementadas na disciplina de Educação Musical, fundamentadas na Pedagogia de Fronteira, na valorização da diversidade cultural, na integração das músicas do mundo e na criação musical. O terceiro capítulo apresenta um estudo de caso sobre o Afghanistan National Institute of Music (ANIM), em Braga, articulando sustentabilidade cultural e educação musical em situação de refúgio.
Ancorado nas propostas teóricas de Schippers e Grant, o estudo demonstra como a resiliência, a mediação pedagógica e a participação comunitária contribuem para a vitalidade das práticas musicais. O relatório conclui com uma reflexão integrada que articula as aprendizagens decorrentes da prática docente e da investigação desenvolvida, destacando o contributo da Educação Musical para a construção de futuros culturais sustentáveis e para o fortalecimento do seu papel como prática intercultural e socialmente transformadora.
This report presents an integrated analysis of educational practice and teaching experience developed within the Master’s Degree in Music Education in Primary Education, complemented by a study on the musical practices of Afghan refugees in Portugal. The first chapter brings together a portfolio of observations from classes held at the beginning of the 2024–25 academic year, supported by reflective journals that highlight their relevance to the development of teaching practice. The second chapter describes the experience as a trainee teacher, detailing the educational activities implemented in the Music Education discipline, based on Frontier Pedagogy, the appreciation of cultural diversity, the integration of world music and musical creation. The third chapter presents a case study on the Afghanistan National Institute of Music (ANIM) in Braga, linking cultural sustainability and music education in refugee situations. Anchored in the theoretical proposals of Schippers and Grant, the study demonstrates how resilience, pedagogical mediation, and community participation contribute to the vitality of musical practices. The report concludes with an integrated reflection that articulates the lessons learned from teaching practice and the research carried out, highlighting the contribution of Music Education to the construction of sustainable cultural futures and to the strengthening of its role as an intercultural and socially transformative practice.
This report presents an integrated analysis of educational practice and teaching experience developed within the Master’s Degree in Music Education in Primary Education, complemented by a study on the musical practices of Afghan refugees in Portugal. The first chapter brings together a portfolio of observations from classes held at the beginning of the 2024–25 academic year, supported by reflective journals that highlight their relevance to the development of teaching practice. The second chapter describes the experience as a trainee teacher, detailing the educational activities implemented in the Music Education discipline, based on Frontier Pedagogy, the appreciation of cultural diversity, the integration of world music and musical creation. The third chapter presents a case study on the Afghanistan National Institute of Music (ANIM) in Braga, linking cultural sustainability and music education in refugee situations. Anchored in the theoretical proposals of Schippers and Grant, the study demonstrates how resilience, pedagogical mediation, and community participation contribute to the vitality of musical practices. The report concludes with an integrated reflection that articulates the lessons learned from teaching practice and the research carried out, highlighting the contribution of Music Education to the construction of sustainable cultural futures and to the strengthening of its role as an intercultural and socially transformative practice.
Descrição
Palavras-chave
Educação Musical Afghanistan National Institute of Music Sustentabilidade Musical Five-Domain Framework Music Vitality and Endangerment Framework Music Education Musical Sustainability