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O papel do professor de Educação Musical como gestor/dinamizador de ambientes musicais
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O presente relatório foi elaborado no seguimento da Prática de Ensino Supervisionada realizada no âmbito do Mestrado em Ensino de Educação Musical no Ensino Básico (2º ciclo do Ensino Básico) na Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa. Nele procuro apresentar, descrever e refletir as atividades que foram realizadas durante o ano letivo de 2021/2022, marcado pelo retorno à vida escolar, dois anos após o início da pandemia SARS-Covid-19. Este trabalho divide-se em três capítulos. O primeiro incorpora uma breve contextualização histórica da Educação Musical em Portugal, os seus princípios orientadores, bem como uma contextualização do local de estágio. O segundo capítulo referente à questão disciplinar, a (in)disciplina na sala de aula e relatos referentes ao tema. No terceiro capítulo, pretende-se explorar a identidade do profissional, seguido de reflexão e descrição de atividades e da prática lectiva. No último capítulo, estão presentes observações e relatos às aulas observadas e lecionadas.
This report was written following the Supervised Teaching Practice carried out within the framework of the Master in Teaching Music Education in Basic Education (2nd cycle of Basic Education) at the Faculty of Social and Human Sciences of Nova University of Lisbon. In it, I seek to present, describe and reflect on the activities that were carried out during the 2021/2022 school year, marked by the return to school life, two years after the start of SARS-Covid-19 pandemic. This paper is divided in three chapters. The first incorporates a brief historical context of Music Education in Portugal, its guiding principles, as well as a contextualization of the internship location. The second chapter refers to the disciplinary issue, (in)discipline in the classroom followed by reports related to the theme. In the third chapter, I intend to explore the identity of the professional, followed by reflection and description of activities and teaching practice. In the last chapter, there are several reports of observated and taught classes.
This report was written following the Supervised Teaching Practice carried out within the framework of the Master in Teaching Music Education in Basic Education (2nd cycle of Basic Education) at the Faculty of Social and Human Sciences of Nova University of Lisbon. In it, I seek to present, describe and reflect on the activities that were carried out during the 2021/2022 school year, marked by the return to school life, two years after the start of SARS-Covid-19 pandemic. This paper is divided in three chapters. The first incorporates a brief historical context of Music Education in Portugal, its guiding principles, as well as a contextualization of the internship location. The second chapter refers to the disciplinary issue, (in)discipline in the classroom followed by reports related to the theme. In the third chapter, I intend to explore the identity of the professional, followed by reflection and description of activities and teaching practice. In the last chapter, there are several reports of observated and taught classes.
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(In)disciplina Identidade Educador musical Educação musical Ambientes musicais (In)discipline Identity Musical educador Musical Education Musical environments