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A técnica vocal como saber auxiliar na disciplina de Formação Musical
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| 32.58 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio foi desenvolvido no âmbito da Unidade Curricular de Prática de Ensino
Supervisionada (PES), como parte do curso de Mestrado em Ensino de Música, ramo Formação Musical,
na Escola Superior de Educação e na Escola Superior de Música e Artes do Espetáculo do Politécnico do
Porto. O documento está estruturado em três capítulos: Capítulo I – A diversidade no ensino e o polo de
estágio; Capítulo II – A Prática de Ensino Supervisionada; e Capítulo III – Projeto de Investigação: "A Técnica
Vocal como saber auxiliar na disciplina de Formação Musical".
No Capítulo I, são apresentadas reflexões sobre a diversidade no ensino contemporâneo, abordando
diferentes perspetivas e os desafios que os professores enfrentam nas suas práticas pedagógicas, bem
como as estratégias a serem desenvolvidas. O capítulo conclui com a descrição da instituição onde se
realizou a PES bem como as turmas que acolheram o estágio. O Capítulo II descreve o processo da Prática
de Ensino Supervisionada, em que detalha as etapas de observação, planificação e lecionação, com foco
nas experiências e aprendizagens adquiridas.
Por fim, o Capítulo III está dedicado ao projeto de investigação, que explora a aplicação da técnica vocal nas
atividades da disciplina de Formação Musical (FM). Este estudo foi implementado num contexto de ensino
especializado de música, envolvendo docentes da disciplina, com o objetivo de compreender as suas
perspetivas relativamente à utilização da técnica vocal como ferramenta auxiliar na aprendizagem
musical, quer na perspetiva do aluno, quer na do docente. Como instrumento de recolha de dados, optouse
por entrevistas semiestruturadas, que permitiram explorar as práticas pedagógicas, estratégias,
sugestões e experiências dos professores. Percebeu-se, a partir dos dados recolhidos, que embora a voz
seja amplamente utilizada na disciplina de FM, o seu uso técnico e consciente nem sempre é refletido ou
estruturado. Neste sentido, a técnica vocal destacou-se como uma área relevante a desenvolver na
disciplina, com potencial para se afirmar como uma ferramenta pedagógica significativa no contexto do
ensino de música.
The present report was developed within the scope of the Supervised Teaching Practice curricular unit, as part of the Master's Degree in Music Education, specializing in Music Theory and Aural Training, at the School of Education and the School of Music and Performing Arts of the Polytechnic Institute of Porto. The document is structured into three chapters: Chapter I – Diversity in Education and the Internship Context; Chapter II – The Supervised Teaching Practice; and Chapter III – Research Project: “Vocal Technique as a Supportive Skill in the Music Theory and Aural Training Discipline.” Chapter I presents reflections on the diversity in contemporary education, addressing different perspectives and the challenges faced by teachers in their pedagogical practices, as well as the strategies to be developed. It concludes with a description of the institution where the internship was carried out, as well as the classes that hosted the placement. Chapter II describes the Supervised Teaching Practice process, detailing the stages of observation, planning, and teaching, with a focus on the experiences and learning acquired. At last, Chapter III is dedicated to the research project, which explores the application of vocal technique in the activities of the Music Theory and Aural Training discipline. This study was conducted within the context of specialized music education, involving teachers of the subject, with the aim of understanding their perspectives on the use of vocal technique as a supportive tool for musical learning, from both student and teacher viewpoints. Semi-structured interviews were used as the data collection method, allowing for an exploration of pedagogical practices, strategies, suggestions, and teacher experiences. Based on the data collected, it was observed that, although the voice is widely used in the Aural Training discipline, its technical and conscious use is not always reflected upon or structured. In this regard, vocal technique stood out as a relevant area to be developed in the discipline, with the potential to become a significant pedagogical tool in the context of music education.
The present report was developed within the scope of the Supervised Teaching Practice curricular unit, as part of the Master's Degree in Music Education, specializing in Music Theory and Aural Training, at the School of Education and the School of Music and Performing Arts of the Polytechnic Institute of Porto. The document is structured into three chapters: Chapter I – Diversity in Education and the Internship Context; Chapter II – The Supervised Teaching Practice; and Chapter III – Research Project: “Vocal Technique as a Supportive Skill in the Music Theory and Aural Training Discipline.” Chapter I presents reflections on the diversity in contemporary education, addressing different perspectives and the challenges faced by teachers in their pedagogical practices, as well as the strategies to be developed. It concludes with a description of the institution where the internship was carried out, as well as the classes that hosted the placement. Chapter II describes the Supervised Teaching Practice process, detailing the stages of observation, planning, and teaching, with a focus on the experiences and learning acquired. At last, Chapter III is dedicated to the research project, which explores the application of vocal technique in the activities of the Music Theory and Aural Training discipline. This study was conducted within the context of specialized music education, involving teachers of the subject, with the aim of understanding their perspectives on the use of vocal technique as a supportive tool for musical learning, from both student and teacher viewpoints. Semi-structured interviews were used as the data collection method, allowing for an exploration of pedagogical practices, strategies, suggestions, and teacher experiences. Based on the data collected, it was observed that, although the voice is widely used in the Aural Training discipline, its technical and conscious use is not always reflected upon or structured. In this regard, vocal technique stood out as a relevant area to be developed in the discipline, with the potential to become a significant pedagogical tool in the context of music education.
Description
Keywords
Formação musical Prática de ensino supervisionada Diversidade educacional Técnica vocal na formação musical Music theory and aural training Supervised teaching practice Education diversity Vocal technique in music theory and aural training
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
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Without CC licence