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Abstract(s)
Este relatório dá conta da Prática de Ensino Supervisionada decorrida no âmbito da realização do Mestrado em Ensino de Música. A investigação que lhe dá nome é apresentada na última de três partes e baseada num enquadramento real em contexto escolar, de que se dá conta na primeira parte, bem como no conjunto de experiências em campo decorrentes da Prática de Ensino Supervisionada, que é desenvolvida na segunda parte. Assim, a reflexão contida neste documento procura dar resposta a questões que emanam das realidades educativas e que têm um impacto transversal a todos os agentes envolvidos na prática educativa. Para além do crescimento pessoal e profissional decorrente da Prática de Ensino Supervisionada, o trabalho
desenvolvido pretende contribuir para a reflexão no âmbito das práticas educativas do saxofone ao propor um conjunto de instrumentos que visam a potenciar uma reflexão sobre as dinâmicas curriculares em vigor.
This report provides an account of the Supervised Teaching Practice that took place under the Master’s in Music Education. The research is presented in the last of three parts and based on a real framework in a school environment, which is accounted for in the first part, as well as on fieldwork experiences that arose from the Supervised Teaching Practice, which is developed in the second part. Thus, the reflections contained in this document aim to answer questions that stemmed from educational realities and that have an impact on every aspect of educational practice. Besides the personal and professional growth brought by the Supervised Teaching Practice, the research developed is meant to contribute to existing discussions regarding the educational practices of the saxophone by proposing a set of tools to enhance the conversations regarding curricular dynamics.
This report provides an account of the Supervised Teaching Practice that took place under the Master’s in Music Education. The research is presented in the last of three parts and based on a real framework in a school environment, which is accounted for in the first part, as well as on fieldwork experiences that arose from the Supervised Teaching Practice, which is developed in the second part. Thus, the reflections contained in this document aim to answer questions that stemmed from educational realities and that have an impact on every aspect of educational practice. Besides the personal and professional growth brought by the Supervised Teaching Practice, the research developed is meant to contribute to existing discussions regarding the educational practices of the saxophone by proposing a set of tools to enhance the conversations regarding curricular dynamics.
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Keywords
Ensino de saxofone Dinâmicas curriculares Dinâmicas legitimantes Dinâmicas emancipatórias Saxophone pedagogy Curriculum practices Legitimizing dynamics Emancipatory dynamics