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Abstract(s)
O presente relatório foi elaborado no âmbito da unidade curricular de Prática de Ensino
Supervisionada, inserida no Mestrado em Ensino de Educação Musical no Ensino Básico da
Escola Superior de Educação do Porto.
O Capítulo I apresenta uma descrição e reflexão sobre a observação de aulas de Educação
Musical em diferentes escolas.
No Capítulo II é apresentado o meu caminho durante a Prática de Ensino Supervisionada, onde
contém a caracterização da Escola Básica do 2º e 3º Ciclo de Augusto Gil e da turma de estágio,
bem como uma reflexão sobre todo o estágio, desde os desafios às superações, passando
pelas estratégias utilizadas.
No Capítulo III é apresentado o projeto de investigação sobre a utilização do movimento
corporal como estratégia de ensino em Educação Musical no 2º Ciclo, as metodologias
utilizadas e a discussão dos seus resultados.
Os resultados permitiram concluir que a maioria dos professores utiliza o movimento corporal
nas suas aulas como estratégia para a aprendizagem do ritmo, andamentos e formas musicais,
e que traz motivação aos seus alunos. Os professores que não usam o movimento apresentam
motivos como a falta de espaço na sala de aula e a falta de conhecimento sobre o tema.
Por fim, na conclusão, realizou-se a reflexão final sobre o percurso académico interligando
com a investigação.
This report was written as part of the Supervised Teaching Practice curricular unit, part of the Master's Degree in Teaching Music Education in Basic Education at the Porto School of Education. Chapter I describes and reflects on the observation of Music Education classes in different schools. Chapter II presents my journey during the Supervised Teaching Practice, which includes a characterization of the Augusto Gil 2nd and 3rd Cycle Basic School and the internship class, as well as a reflection on the entire internship, from the challenges to overcoming them, including the strategies used. Chapter III presents the research project on the use of body movement as a teaching strategy in Music Education in the 2nd Cycle, the methodologies used and the discussion of the results. The results show that the majority of teachers use body movement in their lessons as a strategy for learning rhythm, tempos and musical forms, and that it brings motivation to their students. Teachers who don't use movement give reasons such as lack of space in the classroom and lack of knowledge on the subject. Finally, in the conclusion, there was a final reflection on the academic journey, linking it to the research.
This report was written as part of the Supervised Teaching Practice curricular unit, part of the Master's Degree in Teaching Music Education in Basic Education at the Porto School of Education. Chapter I describes and reflects on the observation of Music Education classes in different schools. Chapter II presents my journey during the Supervised Teaching Practice, which includes a characterization of the Augusto Gil 2nd and 3rd Cycle Basic School and the internship class, as well as a reflection on the entire internship, from the challenges to overcoming them, including the strategies used. Chapter III presents the research project on the use of body movement as a teaching strategy in Music Education in the 2nd Cycle, the methodologies used and the discussion of the results. The results show that the majority of teachers use body movement in their lessons as a strategy for learning rhythm, tempos and musical forms, and that it brings motivation to their students. Teachers who don't use movement give reasons such as lack of space in the classroom and lack of knowledge on the subject. Finally, in the conclusion, there was a final reflection on the academic journey, linking it to the research.
Description
Keywords
Movimento corporal Educação musical Prática de ensino supervisionada Body movement Music education Supervised teaching practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação