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Ensinar música em parceria no 1º Ciclo do Ensino Básico - uma intervenção numa escola pública
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A convergência para este objeto de estudo advém da minha experiência, observação e reflexão enquanto docente do Ensino de Música nas Atividades de Enriquecimento Curricular (A.E.C.) no 1º Ciclo do Ensino Básico, no concelho de Matosinhos, distrito do Porto. Este estudo tem como propósito investigar a articulação entre o professor titular de turma e o professor A.E.C. - Ensino de Música, restituir a autoridade ao professor
A.E.C. e valorizar a música no 1º Ciclo do Ensino Básico. Os objetivos específicos deste estudo são a criação, aplicação e avaliação de um projeto denominado “Abraçar a Arte”, tendo em vista a melhoria das práticas musicais no 1º Ciclo através do ensino em parceria. Partindo de uma abordagem interpretativa e uma metodologia eclética, qualitativa e quantitativa, participaram neste estudo três turmas do 1º Ciclo do Ensino Básico (60 alunos), as suas professoras titulares de turma, coordenadora de escola, encarregados de
educação e professora A.E.C./investigadora. Os métodos de recolha de dados usados foram as entrevistas individuais e em grupo com questões abertas, registos de observações, de conversas informais ou reuniões,
notas de campo, diários de bordo, questionários com questões abertas e fechadas. Foi construída uma escala de autoeficácia com base no guia para a construção de escalas de autoeficácia de Bandura (2006).
Os resultados traduzem uma maior competência musical dos alunos, um elevado grau de satisfação de todos os participantes do estudo e por isso um desejo de realização de esforços conjuntos, para proporcionar um ambiente de aprendizagem aos alunos. Observou-se um reposicionamento da música ao nível curricular e do enriquecimento, resultando numa melhoria da articulação horizontal e vertical, bem como das práticas
musicais. Este trabalho apresenta como consequência, uma proposta de um programa que visa construir, dentro do quadro legal atual e com os recursos humanos existentes no terreno, uma alternativa para uma melhoria da qualidade do ensino artístico e o fomento das práticas colaborativas na comunidade
The convergence for this object of study comes from my experience, observation and reflection as a teacher of Music in Curriculum Enrichment Activities in the 1st Cycle of Basic Education, in the municipality of Matosinhos, district of Porto. The aim of this work is to study the articulation between the class teacher and the teacher of Curriculum Enrichment Activities of Music (C.E.A.), restore authority to teacher C.E.A. and value music in the 1st Cycle of Basic Education. The specific objectives of this study are the creation, application and assessment of a project called “Hugging Art” to improving musical practices in the 1st Cycle of Basic Education through partnership. Based on an interpretative and an eclectic approach, qualitative and quantitative methodology, three classes of the 1st Cycle of Basic Education (60 students) participated in this study, as well as their class teachers, school coordinator, children’s legal guardians and C.E.A. teacher/researcher. The data collection methods used were individual and group interviews with open questions, registration of observations, informal conversations or meetings, field notes, written diaries and questionnaires with open and closed questions. A self-efficacy scale was built based on the guide for constructing self-efficacy scales (Bandura, 2006). The results reflect a greater musical competence of the students, a high degree of satisfaction among all study participants and, therefore, a desire to make efforts to provide a learning environment for the students. It repositioned music at the curricular and enrichment level, and improved not only the horizontal and vertical articulation, but also the musical practices. As a result, this work presents a proposal for a program that aims to build, within the current legal framework and the existing human resources on the field, an alternative for improving the quality of artistic education and the promotion of collaborative practices in the community.
The convergence for this object of study comes from my experience, observation and reflection as a teacher of Music in Curriculum Enrichment Activities in the 1st Cycle of Basic Education, in the municipality of Matosinhos, district of Porto. The aim of this work is to study the articulation between the class teacher and the teacher of Curriculum Enrichment Activities of Music (C.E.A.), restore authority to teacher C.E.A. and value music in the 1st Cycle of Basic Education. The specific objectives of this study are the creation, application and assessment of a project called “Hugging Art” to improving musical practices in the 1st Cycle of Basic Education through partnership. Based on an interpretative and an eclectic approach, qualitative and quantitative methodology, three classes of the 1st Cycle of Basic Education (60 students) participated in this study, as well as their class teachers, school coordinator, children’s legal guardians and C.E.A. teacher/researcher. The data collection methods used were individual and group interviews with open questions, registration of observations, informal conversations or meetings, field notes, written diaries and questionnaires with open and closed questions. A self-efficacy scale was built based on the guide for constructing self-efficacy scales (Bandura, 2006). The results reflect a greater musical competence of the students, a high degree of satisfaction among all study participants and, therefore, a desire to make efforts to provide a learning environment for the students. It repositioned music at the curricular and enrichment level, and improved not only the horizontal and vertical articulation, but also the musical practices. As a result, this work presents a proposal for a program that aims to build, within the current legal framework and the existing human resources on the field, an alternative for improving the quality of artistic education and the promotion of collaborative practices in the community.
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Parceria Expressão musical Autoridade Colaboração Autoeficácia Partnership Musical Expression Authority Collaboration Self-efficacy