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Imaginação e criatividade em Educação Musical: Interpretação de narrativas gibberish e notação não convencional por alunos do 2.º ciclo
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A primeira parte deste relatório incide sobre todas as vivências experienciadas na Prática de Ensino Supervisionada (PES) que, apesar de inicialmente ser apenas direcionada para a disciplina de Educação Musical no 2.º ciclo do ensino básico veio, contudo, a criar também a oportunidade de observar diferentes turmas com alunos de variadas faixas etárias, desde o ensino pré-escolar, passando pelo 1.º ciclo, 2.º ciclo e até mesmo aulas de projeto do 3.º ciclo do Ensino Básico permitindo, assim, adquirir um variado leque de técnicas e saberes que serão imensamente valiosos, não só para o desenvolvimento pessoal, mas também a nível de futuro profissional. Este estágio foi realizado numa Instituição Privada de Solidariedade Social, durante o ano letivo de 2022/2023, com o acompanhamento de um professor cooperante e de uma colega professora estagiária, tendo desenvolvido o meu conhecimento a vários níveis, descritos e pormenorizados no decorrer do relato desta prática pedagógica. Foram igualmente exploradas outras temáticas neste relatório, nomeadamente a introdução da disciplina de Educação Musical em Portugal, indicando alguns marcos temporais importantes para a sua evolução nas escolas; a caracterização da supramencionada Instituição referente à PES, com detalhes sobre o seu progresso histórico e informações relevantes acerca da sua atualidade e, para finalizar esta secção, foram descritas reflexões pessoais sobre o alcance e consecução dos objetivos propostos para esta fase académica, assim como algumas considerações finais acerca dos pilares fundamentais e estruturais para o sucesso educativo. Relativamente ao projeto de investigação, descrito na segunda parte deste relatório em formato de artigo científico, procurou-se introduzir a linguagem gibberish em contexto de sala de aula. Deste modo, foi realizado um estudo com 25 participantes, alunos de uma turma do 6.º ano da disciplina de Educação Musical no 2.º ciclo do ensino básico, na mesma Instituição onde decorreu a PES, ao longo de cinco semanas de aulas com a duração de noventa minutos cada. O projeto surge com a finalidade de estimular e encorajar a imaginação dos discentes através da interpretação de narrativas gibberish com recurso à notação não convencional. O objetivo desta investigação assenta na descoberta de novos materiais didáticos para a sala de aula, recorrendo à linguagem gibberish enquanto facilitadora no processo de desenvolvimento da criação musical dos alunos. O leitmotiv surge como um guia, inserindo-se na esquematização do pensamento criativo. A investigação é sustentada por bibliografia de referência, aprimorando alguns dos seus conteúdos mais significativos. Por fim, através de questionários efetuados aos discentes, foi realizada uma análise de conteúdo que apurou os resultados desta experiência. Em modo de conclusão, a pesquisa culmina num último tópico de considerações finais, onde são apresentadas limitações ao estudo e propostas de ensaios futuros, com o intuito de auxiliar outros professores na implementação e aperfeiçoamento deste projeto. Todo este somatório de conteúdos é complementado em apêndices e anexos, como por exemplo planos de aula detalhados, com técnicas e abordagens diferentes para cada nível de ensino, bem como fichas de observação e reflexão da sua aplicabilidade em sala de aula; transcrições de questionários e grelhas de análise de conteúdo e, por último, representações de modelos de pedagogos de referência, tópicos estes que contêm em si variadas ferramentas e estratégias, constituindo-se, assim, um acessório de máxima importância para professores em início de atividade profissional.
The first part of this report focuses on all the experiences gone through in the Supervised Teaching Practice (PES). Despite being initially aimed at the subject of Music Education in the 2nd cycle of basic education, it also provided the opportunity to observe different classes with students of different age groups, from pre-school education, throughout the 1st and 2nd cycles and even project classes in the 3rd cycle of Basic Education, thus allowing you to acquire a varied range of techniques and knowledge that will be immensely valuable, not only for personal development, but also in terms of your professional future. This internship was carried out in a Private Social Solidarity Institution, during the 2022/2023 academic year, with the support of a cooperative teacher and a fellow intern teacher, allowing me to develop my knowledge at various levels, as described and detailed throughout the report. of this pedagogical practice. Other themes were also explored in this report, namely the introduction of the Music Education subject in Portugal, indicating some important time frames for its evolution in schools; the characterization of the aforementioned Institution regarding PES, with details about its historical progress and relevant information about its current situation and, to conclude this section, personal reflections were described about the scope and achievement of the goals proposed for this academic phase, as well as some final considerations about the fundamental and structural pillars for educational success. Regarding the research project, described in the second part of this report in the format of a scientific article, we sought to introduce the gibberish language into the classroom context. Thus, a study was carried out with 25 participants, students from a 6th grade class of the Music Education subject in the 2nd cycle of basic education, in the same institution where PES took place, over five weeks of ninety-minute classes. The project aims at stimulating and encouraging students' imagination through the interpretation of gibberish narratives using unconventional notation. The objective of this investigation is based on the discovery of new teaching materials for the classroom, using the gibberish language as a facilitator in the process of students' musical creation development. The leitmotiv appears as a guide, inserting itself into the schematization of creative thinking. The research is supported by reference bibliography, improving some of its most significant contents. Finally, through questionnaires given to students, a content analysis was carried out to determine the results of this experience. In conclusion, the research culminates in a last topic of final considerations, where limitations to the study and proposals for future trials are presented, aiming at helping other teachers in the implementation and improvement of this project. This entire sum of content is complemented in appendices and annexes, such as detailed lesson plans, with different techniques and approaches for each level of education, as well as observation and reflection sheets on their applicability in the classroom, transcriptions of questionnaires and content analysis grids and, finally, representations of reference pedagogue models. All these documents contain a variety of tools and strategies, thus constituting an extremely important accessory for teachers starting their careers.
The first part of this report focuses on all the experiences gone through in the Supervised Teaching Practice (PES). Despite being initially aimed at the subject of Music Education in the 2nd cycle of basic education, it also provided the opportunity to observe different classes with students of different age groups, from pre-school education, throughout the 1st and 2nd cycles and even project classes in the 3rd cycle of Basic Education, thus allowing you to acquire a varied range of techniques and knowledge that will be immensely valuable, not only for personal development, but also in terms of your professional future. This internship was carried out in a Private Social Solidarity Institution, during the 2022/2023 academic year, with the support of a cooperative teacher and a fellow intern teacher, allowing me to develop my knowledge at various levels, as described and detailed throughout the report. of this pedagogical practice. Other themes were also explored in this report, namely the introduction of the Music Education subject in Portugal, indicating some important time frames for its evolution in schools; the characterization of the aforementioned Institution regarding PES, with details about its historical progress and relevant information about its current situation and, to conclude this section, personal reflections were described about the scope and achievement of the goals proposed for this academic phase, as well as some final considerations about the fundamental and structural pillars for educational success. Regarding the research project, described in the second part of this report in the format of a scientific article, we sought to introduce the gibberish language into the classroom context. Thus, a study was carried out with 25 participants, students from a 6th grade class of the Music Education subject in the 2nd cycle of basic education, in the same institution where PES took place, over five weeks of ninety-minute classes. The project aims at stimulating and encouraging students' imagination through the interpretation of gibberish narratives using unconventional notation. The objective of this investigation is based on the discovery of new teaching materials for the classroom, using the gibberish language as a facilitator in the process of students' musical creation development. The leitmotiv appears as a guide, inserting itself into the schematization of creative thinking. The research is supported by reference bibliography, improving some of its most significant contents. Finally, through questionnaires given to students, a content analysis was carried out to determine the results of this experience. In conclusion, the research culminates in a last topic of final considerations, where limitations to the study and proposals for future trials are presented, aiming at helping other teachers in the implementation and improvement of this project. This entire sum of content is complemented in appendices and annexes, such as detailed lesson plans, with different techniques and approaches for each level of education, as well as observation and reflection sheets on their applicability in the classroom, transcriptions of questionnaires and content analysis grids and, finally, representations of reference pedagogue models. All these documents contain a variety of tools and strategies, thus constituting an extremely important accessory for teachers starting their careers.
Descrição
Palavras-chave
Gibberish Leitmotiv Notação não convencional Criatividade 2.º Ciclo do Ensino Básico Unconventional notation Creativity 2nd Cycle of Basic Education