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A valorização da disciplina de Educação Musical pela comunidade educativa: Um estudo de caso na Escola Básica Augusto Gil
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O presente relatório de estágio foi elaborado no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Educação Musical no Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto.
O primeiro capítulo reúne a síntese das observações efetuadas em aulas de vários docentes, inseridas em contextos escolares distintos. Esta etapa inicial possibilitou a compreensão de diferentes abordagens e métodos de ensino, bem como de dinâmicas organizacionais que influenciaram de forma significativa o desenvolvimento da minha prática.
O segundo capítulo centra-se no trabalho desenvolvido durante a Prática de Ensino Supervisionada com uma turma do 5.º ano do 2.º Ciclo do Ensino Básico, na Escola Básica Augusto Gil. Para além da descrição das atividades realizadas, o capítulo integra uma análise reflexiva sobre o processo vivido, destacando os desafios encontrados, as aprendizagens construídas e a evolução pedagógica e pessoal que marcou todo o período de estágio.
O terceiro capítulo apresenta a investigação desenvolvida, estruturada sob a forma de estudo de caso, e intitulada A Valorização da Disciplina de Educação Musical pela Comunidade Educativa: Um Estudo de Caso na Escola Augusto Gil. Este capítulo centra-se na análise das perceções de alunos do 5.º e 6.º anos, encarregados de educação e professores de educação musical, procurando compreender de que modo a disciplina é reconhecida e valorizada no contexto escolar.
Através da recolha e análise de dados , foi possível verificar que de uma forma geral, a disciplina é valorizada pela Comunidade Educativa , embora com diferentes níveis de profundidade. Os alunos revelam gosto e interesse pela disciplina, identificando-a como um espaço de expressão, criatividade e bem-estar. Contudo, alguns mantêm uma perceção limitada sobre a sua relevância académica, influenciada pela hierarquização curricular e pelo grau de valorização familiar. Os Encarregados de Educação, por sua vez, reconhecem os benefícios da disciplina nos domínios cognitivo, emocional, motor e social, mas demonstram um envolvimento mais pontual do que contínuo, centrado sobretudo nas apresentações e momentos performativos. Por fim, os professores confirmam o interesse e a participação ativa dos alunos, destacando os múltiplos benefícios da Educação Musical, mas apontam fragilidades no acompanhamento parental e na visibilidade curricular da disciplina. De forma transversal, os resultados evidenciam que, apesar da valorização positiva, este reconhecimento não se traduz sempre numa integração plena e contínua no quotidiano escolar e parental. Assim, torna-se necessário reforçar a visibilidade da disciplina, promover práticas de comunicação e de envolvimento mais consistentes com os encarregados de educação que acompanham os alunos em casa e consolidar a presença da Educação Musical enquanto área essencial na formação integral dos alunos do 2.º ciclo.
This internship report was prepared within the scope of the Supervised Teaching Practice of the Master's Degree in Music Education in Basic Education, at the School of Education of the Polytechnic Institute of Porto. The first chapter brings together the analyses of observations made in classes of various teacher training courses, within different school contexts. This initial stage made it possible to understand different approaches and teaching methods, as well as organizational dynamics that significantly influenced the development of my practice. The second chapter focuses on the work developed during the Supervised Teaching Practice with a19861986 5th grade class of the 2nd Cycle of Elementary Education, at the Augusto Gil Basic School. In addition to the description of the activities carried out, the chapter includes a reflective analysis of the lived process, highlighting the challenges encountered, the learning constructed and the pedagogical and personal evolution that marked the entire internship period. The third chapter presents the research developed, structured as a case study, and entitled The Appreciation of the Music Education Discipline by the Educational Community: A Case Study at the Augusto Gil School. This chapter focuses on analyzing the perceptions of 5th and 6th grade students, parents/guardians, and music education teachers, seeking to understand how the discipline is recognized and valued in the school context. Through data collection and analysis, it was possible to verify that, in general, a discipline is valued by the Educational Community, although with different levels of depth. Students reveal a liking and interest in the discipline, identifying it as a space for expression, creativity, and well-being. However, some maintain a limited perception of its academic relevance, influenced by the curricular hierarchy and the degree of family appreciation. Parents/Guardians, in turn, recognize the benefits of the discipline in the cognitive, emotional, motor, and social domains, but demonstrate a more punctual than continuous involvement, mainly focused on presentations and performative moments. Finally, the teachers confirm the students' interest and active participation, highlighting the multiple benefits of Music Education, but point out weaknesses in parental involvement and the curricular visibility of the subject. Across the board, the results show that, despite the positive valuation, this recognition does not always translate into full and continuous integration into daily school and parental life. Thus, it becomes necessary to reinforce the visibility of the subject, promote more consistent communication and engagement practices with the parents who support the students at home, and consolidate the presence of Music Education as an essential area in the comprehensive education of students in the second cycle .
This internship report was prepared within the scope of the Supervised Teaching Practice of the Master's Degree in Music Education in Basic Education, at the School of Education of the Polytechnic Institute of Porto. The first chapter brings together the analyses of observations made in classes of various teacher training courses, within different school contexts. This initial stage made it possible to understand different approaches and teaching methods, as well as organizational dynamics that significantly influenced the development of my practice. The second chapter focuses on the work developed during the Supervised Teaching Practice with a19861986 5th grade class of the 2nd Cycle of Elementary Education, at the Augusto Gil Basic School. In addition to the description of the activities carried out, the chapter includes a reflective analysis of the lived process, highlighting the challenges encountered, the learning constructed and the pedagogical and personal evolution that marked the entire internship period. The third chapter presents the research developed, structured as a case study, and entitled The Appreciation of the Music Education Discipline by the Educational Community: A Case Study at the Augusto Gil School. This chapter focuses on analyzing the perceptions of 5th and 6th grade students, parents/guardians, and music education teachers, seeking to understand how the discipline is recognized and valued in the school context. Through data collection and analysis, it was possible to verify that, in general, a discipline is valued by the Educational Community, although with different levels of depth. Students reveal a liking and interest in the discipline, identifying it as a space for expression, creativity, and well-being. However, some maintain a limited perception of its academic relevance, influenced by the curricular hierarchy and the degree of family appreciation. Parents/Guardians, in turn, recognize the benefits of the discipline in the cognitive, emotional, motor, and social domains, but demonstrate a more punctual than continuous involvement, mainly focused on presentations and performative moments. Finally, the teachers confirm the students' interest and active participation, highlighting the multiple benefits of Music Education, but point out weaknesses in parental involvement and the curricular visibility of the subject. Across the board, the results show that, despite the positive valuation, this recognition does not always translate into full and continuous integration into daily school and parental life. Thus, it becomes necessary to reinforce the visibility of the subject, promote more consistent communication and engagement practices with the parents who support the students at home, and consolidate the presence of Music Education as an essential area in the comprehensive education of students in the second cycle .
Descrição
Palavras-chave
Valorização desvalorização Educação Musical 2º Ciclo do Ensino Básico Comunidade educativa Appreciation devaluation Music Education 2nd Cycle of Basic Education Educational community
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC