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Abstract(s)
Incluindo todo o percurso reflexivo do estágio da Prática de Ensino Supervisionada, assim como a caracterização do Agrupamento de Escolas da Bemposta e Portimão, este trabalho tem como grande objetivo apresentar uma reflexão e revisão sobre o currículo do Curso Profissional de Instrumentista de Jazz (CPIJ) homologado pela Portaria n.º 1040/2010 de 7 de outubro.
Passados praticamente 10 anos após a sua homologação considerei pertinente iniciar um processo pioneiro de apreciação e reflexão, de forma a contribuir para o currículo da Componente de Formação Técnica do CPIJ, sustentado nas experiências e testemunhos dos Diretores de Curso (DC) dos CPIJ de Portugal.
Partindo de um estudo de âmbito qualitativo e utilizando entrevistas semiestruturadas como instrumento de pesquisa, realizei o levantamento e registo das experiências e reflexões dos DC de todos os CPIJ presentes em Portugal continental e ilhas. Após as entrevistas destaquei os pontos-chave evidenciados de cada um dos DC de forma a encontrar orientações comuns e convergentes. A proposta de renovação procura, dentro da medida do possível, refletir e confluir as opiniões de todos os DC contribuindo para o aperfeiçoamento do CPIJ.
Foram apreciados aspectos pedagógicos relevantes como a interdisciplinaridade, o processo gradativo de aprendizagem, a motivação, a pertinência e disposição dos conteúdos e as suas cargas horárias.
Foram abordados os processos de desenvolvimento das Provas de Aptidão Profissional assim como a Formação em Contexto de Trabalho.
A reflexão final apresenta um modelo compartimentado em blocos de 25 e 50 horas compatíveis com as Unidades de Formação de Curta Duração (UFCD) aplicados pela ANQEP no Catálogo Nacional de Qualificações.
The main goal of this investigation is to review and draw conclusions about the Professional Course of Jazz Instrument curriculum certified by Portaria n.º 1040/2010 de 7 de Outubro based not only on the set of characteristics of Bemposta and Portimao Schools, but also on the experience of teaching and Learning Mentored Practice during the course of this programme. I considered relevant to initiate a new revising process focusing on the course technical component, once it has been 10 years since its certification. Work evidence and feedback were collected from formative assessment and through the use of partly structured interviews with predefined guidelines applied in Portugal mainland, Azores and Madeira CPIJ Directors board. Issues were highlighted from each interview in order to draw unifying/convergent approaches based on findings from the tools previously mentioned. This improvement revision proposal of the CPIJ will reflect and consider all the collected opinions at the best of its extension. Relevant educational elements such as learning progress, curriculum content and cross-over, motivation, relevance and workload were thoroughly analyzed. PAP (professional aptitude test) and FCT (work-related training) have also been considered. The revision model will be split into 25 and 50 hours of curriculum delivery, according to the UFCD, as defined by ANQEP in National Directory of Qualifications.
The main goal of this investigation is to review and draw conclusions about the Professional Course of Jazz Instrument curriculum certified by Portaria n.º 1040/2010 de 7 de Outubro based not only on the set of characteristics of Bemposta and Portimao Schools, but also on the experience of teaching and Learning Mentored Practice during the course of this programme. I considered relevant to initiate a new revising process focusing on the course technical component, once it has been 10 years since its certification. Work evidence and feedback were collected from formative assessment and through the use of partly structured interviews with predefined guidelines applied in Portugal mainland, Azores and Madeira CPIJ Directors board. Issues were highlighted from each interview in order to draw unifying/convergent approaches based on findings from the tools previously mentioned. This improvement revision proposal of the CPIJ will reflect and consider all the collected opinions at the best of its extension. Relevant educational elements such as learning progress, curriculum content and cross-over, motivation, relevance and workload were thoroughly analyzed. PAP (professional aptitude test) and FCT (work-related training) have also been considered. The revision model will be split into 25 and 50 hours of curriculum delivery, according to the UFCD, as defined by ANQEP in National Directory of Qualifications.
Description
Keywords
Ensino da música Jazz Curso profissional Currículo Elenco modular Plano de estudos Interdisciplinaridade Processo gradativo ANQEP Music education Professional course Curriculum Modular cast Study programme Interdisciplinarity Gradual process