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Publicação
A improvisação na educação musical no 2º Ciclo do Ensino Básico
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Orientador(es)
Resumo(s)
O relatório aqui presente constitui-se como o culminar de um processo teórico-prático cuja reflexão e análise resultam na perspectiva aqui expressa. Procura abordar as diversas dimensões da Educação Musical, enquadrando-a na educação em geral e na escola como instituição social produtora e difusora de cultura. É também um relato de um percurso realizado ao longo de um ano letivo como professor estagiário de 2º Ciclo; uma vivência particular de um eu com memórias e idiossincrasias específicas refletidas na escolha dos assuntos e na retórica.
O relatório está dividido em cinco partes. A primeira traça um quadro da didática da disciplina relevando, por um lado, autores que partem das fundações da arte musical, o som e o movimento, e por outro, a robusta sistematização constante na Teoria de Aprendizagem Musical. A segunda parte retrata o enquadramento da disciplina em Portugal, gizando uma breve história e as suas disposições programáticas e curriculares. A terceira faz uma revisão da literatura e reflete sobre caminhos possíveis para reforçar o papel da improvisação na educação musical, num contexto educativo e social em transformação acelerada. A quarta parte relata e analisa, com os instrumentos teóricos adquiridos ao longo do Mestrado, a experiência da Prática de Ensino Supervisionada. A última parte concerne à participação na investigação sobre a plataforma digital de apoio aos educadores musicais Cantar +.
The report presented here constitutes the culmination of a theoretical practical process whose reflection and analysis result in the perspective expressed here. It seeks to address the various dimensions of Music Education, framing it in education in general and in the school as a social institution that produces and disseminates culture. It is also an account of a journey made over an academic year as a trainee teacher in the 2nd cycle; a particular experience of a self with speci fic memories and idiosyncrasies reflected in the choice of subjects and rhetoric. The report is divided into five parts. In the first part, is drawn a picture of the didactics of the discipline, highlighting, on the one hand, authors who start from the foundations of musical art, sound and movement, and, on the other, the robust systematization contained in Music Learning Theory. The second part portrays the framework of the discipline in Portugal, giving a brief history and its programmatic and curricular provisions. The third part reviews the literature and reflects on possible ways to consolidate the role of improvisation in music education, in an educational and social context in accelerated transformation. The fourth part reports and analyzes, with the theoretical instruments acquired throughout the course, the experience of Supervised Teaching Practice. The last part concerns participation in research on the digital platform to support music educators, Cantar mais.
The report presented here constitutes the culmination of a theoretical practical process whose reflection and analysis result in the perspective expressed here. It seeks to address the various dimensions of Music Education, framing it in education in general and in the school as a social institution that produces and disseminates culture. It is also an account of a journey made over an academic year as a trainee teacher in the 2nd cycle; a particular experience of a self with speci fic memories and idiosyncrasies reflected in the choice of subjects and rhetoric. The report is divided into five parts. In the first part, is drawn a picture of the didactics of the discipline, highlighting, on the one hand, authors who start from the foundations of musical art, sound and movement, and, on the other, the robust systematization contained in Music Learning Theory. The second part portrays the framework of the discipline in Portugal, giving a brief history and its programmatic and curricular provisions. The third part reviews the literature and reflects on possible ways to consolidate the role of improvisation in music education, in an educational and social context in accelerated transformation. The fourth part reports and analyzes, with the theoretical instruments acquired throughout the course, the experience of Supervised Teaching Practice. The last part concerns participation in research on the digital platform to support music educators, Cantar mais.
Descrição
Palavras-chave
Ensino de música Ensino Básico Educação Musical Professor Teoria de Aprendizagem Musical Improvisação Music Education Teacher Music Learning Theory Improvisation