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No âmbito do Mestrado em Ensino de Música da Escola Superior de Música e Artes do Espetáculo e Escola Superior de Educação, ambas do Instituto Politécnico do Porto, foi elaborado o presente Relatório de Estágio, de forma a refletir sobre o trabalho desenvolvido no ano letivo 2023/2024. A prática de Ensino Supervisionada foi realizada no Conservatório de Música do Porto, com alunos de eufónio/tuba e Classes de Conjunto do Ensino Básico e Secundário.
Na 1ª e na 2ª parte do presente Relatório caracterizo o Conservatório de Música do Porto e descrevo todas as atividades envolvidas na Prática de Ensino Supervisionada.
A 3ª parte inclui o projeto de Investigação, intitulado “Estratégias construtivistas no processo de ensino-aprendizagem do eufónio e da tuba: uma perspetiva sociocultural de Vygotsky” que tem como foco principal compreender o construtivismo de acordo com a perspetiva de Vygotsky e como pode ser aplicado no processo de ensino-aprendizagem do eufónio e da tuba. Assim, ao longo da realização desta investigação surgem as seguintes questões: (1) De acordo com o modelo de Vygotsky, quais são as estratégias construtivistas que poderão ser aplicadas no ensino-aprendizagem da tuba/eufónio?; (2) Qual a importância/vantagem da implementação do modelo sociocultural de Vygotsky no processo de ensino-aprendizagem da tuba/eufónio?; (3) A abordagem construtivista numa perspetiva sociocultural de Vygotsky é utilizada em Portugal no ensino da tuba/eufónio?.
Consequentemente, foi elaborado um inquérito por questionário a professores de eufónio/tuba em Portugal. Os resultados obtidos no estudo permitem concluir que esta metodologia é utilizada em Portugal e não há diferenças significativas nas estratégias de ensino-aprendizagem aplicadas a alunos de diferentes níveis de ensino. No fim, abordo as implicações educacionais e a relação com a prática docente.
As part of the Master's Degree in Music Teaching at the Escola Superior de Música e Artes do Espetáculo and Escola Superior de Educação, both of the Instituto Politécnico do Porto, this Internship Report was drawn up in order to reflect on the work carried out in the academic year 2023/2024. The Supervised Teaching Practice was carried out at the Conservatório de Música do Porto, with students of euphonium/tuba and ensemble classes in primary and secondary education. In the first and second parts of this report, I describe the Conservatório de Música do Porto and all the activities involved in the Supervised Teaching Practice. The 3rd part includes the research project, entitled “Constructivist strategies in the teaching-learning process of the euphonium and tuba: a sociocultural perspective from Vygotsky”, the main focus of which is to understand constructivism from Vygotsky's perspective and how it can be applied to the teaching-learning process of the euphonium and tuba. Thus, the following questions arose during the course of this research: (1) According to Vygotsky's model, what constructivist strategies can be applied to the teaching and learning of the tuba/euphonium? (2) What is the importance/advantage of implementing Vygotsky's sociocultural model in the teaching/learning process of the tuba/euphonium?; (3) Is the constructivist approach from Vygotsky's sociocultural perspective used in Portugal in the teaching of the tuba/euphonium? Consequently, a questionnaire survey was carried out among euphonium/tuba teachers in Portugal. The results obtained in the study allow us to conclude that this methodology is used in Portugal and there are no significant differences in the teaching-learning strategies applied to students at different levels of education. Finally, I discuss the educational implications and the relationship with teaching practice.
As part of the Master's Degree in Music Teaching at the Escola Superior de Música e Artes do Espetáculo and Escola Superior de Educação, both of the Instituto Politécnico do Porto, this Internship Report was drawn up in order to reflect on the work carried out in the academic year 2023/2024. The Supervised Teaching Practice was carried out at the Conservatório de Música do Porto, with students of euphonium/tuba and ensemble classes in primary and secondary education. In the first and second parts of this report, I describe the Conservatório de Música do Porto and all the activities involved in the Supervised Teaching Practice. The 3rd part includes the research project, entitled “Constructivist strategies in the teaching-learning process of the euphonium and tuba: a sociocultural perspective from Vygotsky”, the main focus of which is to understand constructivism from Vygotsky's perspective and how it can be applied to the teaching-learning process of the euphonium and tuba. Thus, the following questions arose during the course of this research: (1) According to Vygotsky's model, what constructivist strategies can be applied to the teaching and learning of the tuba/euphonium? (2) What is the importance/advantage of implementing Vygotsky's sociocultural model in the teaching/learning process of the tuba/euphonium?; (3) Is the constructivist approach from Vygotsky's sociocultural perspective used in Portugal in the teaching of the tuba/euphonium? Consequently, a questionnaire survey was carried out among euphonium/tuba teachers in Portugal. The results obtained in the study allow us to conclude that this methodology is used in Portugal and there are no significant differences in the teaching-learning strategies applied to students at different levels of education. Finally, I discuss the educational implications and the relationship with teaching practice.
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Keywords
Construtivismo sociocultural Ensino-aprendizagem Ensino da música Eufónio Vygotsky Tuba Sociocultural constructivism Teaching and learning Teaching music Euphonium