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Advisor(s)
Abstract(s)
O presente trabalho espelha a prática reflexiva realizada ao longo de dois anos de percurso académico. No primeiro capítulo, apresenta-se uma breve evolução histórica do Ensino Especializado de Música em Portugal e as suas implicações no que concerne à identidade, quadro concetual e objetivos da disciplina de Formação Musical. Após esta contextualização, segue-se o segundo capítulo, direcionado à Prática de Ensino Supervisionada, englobando a caracterização do polo de estágio e as principais dimensões que mereceram uma reflexão mais aprofundada. Destaca-se o caráter singular do ano letivo 2019-2020, pelo surgimento da doença pandémica COVID-19, e a necessidade de rápida adaptação, que teve implicações diretas na Prática de Ensino Supervisionada, dada a alteração para o modelo de Ensino a Distância aquando da passagem para o terceiro período letivo. Tal impulsionou a escolha do tema do Projeto de Investigação, que é apresentado no terceiro capítulo do presente relatório, entitulado O ensino a distância na disciplina de Formação Musical. Através de um estudo exploratório, procurou-se perceber de que forma foi feita a adaptação a este modelo que, não sendo novo, se configura, em nosso entender, desconhecido. Desta forma, pretendeu-se aferir ao lugar que este modelo ocupa no que respeita à área disciplinar de Formação Musical. Recorrendo à recolha de dados através de inquéritos, pretendeu-se levantar questões que visam constituir o ponto de partida para estudos futuros mais aprofundados sobre este modelo, que poderá ter vindo para ficar ou ter repercussões significativas no panorama educativo nacional e internacional, com foco na disciplina de Formação Musical.
The present work reflects the reflective practice carried out over two years of academic career. In the first chapter, a brief historical evolution of Specialized Music Education in Portugal is presented and its implications regarding the identity, conceptual framework and objectives of the Music Education discipline. After this contextualization, the second chapter follows, directed to the Supervised Teaching Practice, encompassing the characterization of the internship pole and the main dimensions that deserved a more in-depth reflection. The singular character of the academic year 2019-2020 stands out, due to the emergence of the pandemic disease COVID-19, and the need for rapid adaptation, which had direct implications for Supervised Teaching Practice, given the change to the Distance Learning model when the passage to the third term. This led to the choice of the theme of the Research Project, which is presented in the third chapter of this report, entitled Distance Learning in the Music Education discipline. Through an exploratory study, we tried to understand how the adaptation to this model was made, which, although not new, is, in our understanding, unknown. In this way, it was intended to assess the place that this model occupies with regard to the disciplinary area of Music Education. Using data collection through surveys, it was intended to raise questions that aim to constitute the starting point for further in-depth studies on this model, which may have come to stay or have significant repercussions in the national and international educational landscape, focusing on Musical Formation discipline
The present work reflects the reflective practice carried out over two years of academic career. In the first chapter, a brief historical evolution of Specialized Music Education in Portugal is presented and its implications regarding the identity, conceptual framework and objectives of the Music Education discipline. After this contextualization, the second chapter follows, directed to the Supervised Teaching Practice, encompassing the characterization of the internship pole and the main dimensions that deserved a more in-depth reflection. The singular character of the academic year 2019-2020 stands out, due to the emergence of the pandemic disease COVID-19, and the need for rapid adaptation, which had direct implications for Supervised Teaching Practice, given the change to the Distance Learning model when the passage to the third term. This led to the choice of the theme of the Research Project, which is presented in the third chapter of this report, entitled Distance Learning in the Music Education discipline. Through an exploratory study, we tried to understand how the adaptation to this model was made, which, although not new, is, in our understanding, unknown. In this way, it was intended to assess the place that this model occupies with regard to the disciplinary area of Music Education. Using data collection through surveys, it was intended to raise questions that aim to constitute the starting point for further in-depth studies on this model, which may have come to stay or have significant repercussions in the national and international educational landscape, focusing on Musical Formation discipline
Description
Keywords
Formação musical Prática de ensino supervisionada Ensino a distância Tecnologia Music education Supervised teaching practice Distance learning Technology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação