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A paisagem sonora como estímulo para processos de composição musical com alunos do 2o ciclo do ensino básico
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Este relatório foi elaborado durante o ano letivo de 2023/2024. A Prática de Ensino
Supervisionada decorreu numa escola localizada na freguesia de Porto Salvo, no concelho
de Oeiras. A escola está integrada no programa TEIP (Territórios Educativos de
Intervenção Prioritária) e abrange os três ciclos do ensino básico. O estágio foi
desenvolvido com turmas do 5.º e 6.º anos, ao longo de um período de seis meses, durante
o qual aulas foram observadas e lecionadas.
O relatório está organizado em duas partes. Na primeira parte, apresenta-se a
descrição do espaço físico da escola, o perfil da população escolar e a caracterização das
turmas que participaram nesta prática de ensino supervisionada. Nesta parte, incluem-se
também a síntese das aulas observadas e lecionadas, bem como as respetivas reflexões.
Ainda na primeira parte, está presente a descrição dos projetos complementares
disponíveis. Acompanhei o projeto Bandas de Garagem, desenvolvido pelo professor
cooperante, durante os seis meses de estágio. Nesse projeto, tive a oportunidade de
participar em formações musicais compostas por alunos de várias idades.
A segunda parte deste relatório é apresentada sob a forma de artigo e dedica-se a
descrever e analisar o projeto referente ao tema privilegiado da PES. O conceito de
paisagem sonora constituiu o ponto de partida para o desenvolvimento do projeto,
servindo de base à formatação de uma proposta que envolveu experimentação
instrumental e composição musical. O projeto foi implementado numa turma do 6.º ano
e teve a duração de seis aulas. Como objetivo central, propôs-se o desenvolvimento de
uma prática educacional ativa, pautada pelo estímulo do potencial criativo dos alunos e
preocupada em proporcionar uma dinâmica participativa na sala de aula. Como resultado
o projeto apresenta a gravação de duas composições musicais concebidas a partir do
conceito de paisagem sonora: “Natureza” inspirada em paisagens sonoras de ambientes
naturais, e “Cidade” inspirada em paisagens sonoras urbanas. O processo de conceção
dessas músicas envolveu experimentação e criação por parte dos alunos. Acredito que o
projeto proporcionou aos alunos experiências diferenciadas e enriquecedoras. Ainda na segunda parte do relatório, estão presentes os objetivos e as
metodologias referentes ao projeto, o seu enquadramento nas diretrizes estipuladas para
a disciplina de Educação Musical, bem como o método investigativo utilizado para a
verificação da sua funcionalidade e pertinência. A secção relativa ao processo
investigativo inclui a análise dos dados recolhidos: os questionários respondidos pelos
alunos no final de cada aula. Essa análise foi realizada de acordo com as três fases
sistematizadas por Laurence Bardin: pré-análise, tratamento dos dados e análise de
conteúdo. Nesta segunda parte, encontram-se ainda reflexões sobre o projeto
desenvolvido e considerações sobre a implementação de metodologias ativas que
centralizem no aluno o processo educativo.
This report was prepared during the 2023/2024 academic year. The Supervised Teaching Practice took place in a school in Porto Salvo, in Oeiras. The school is part of the TEIP program (Priority Intervention Educational Territories) and includes all three cycles of basic education. The internship was developed with 5th and 6th-grade classes over six months, during which classes were observed and taught. The report is organized into two parts. The first part presents a description of the school’s physical environment, the profile of the student population, and the characterization of the classes that participated in this supervised teaching practice. This section also includes a summary of the classes observed and taught and the respective reflections. Additionally, it describes the complementary projects available at the school. I accompanied the Garage Bands project, led by the cooperating teacher, during the six months of the internship. In this project, I had the opportunity to participate in musical formations composed of students of various ages. The second part of this report is presented as an article dedicated to describing and analyzing the project based on the chosen PES theme. The concept of soundscape served as the starting point for the project's development, forming the basis for creating a proposal that involved instrumental experimentation and musical composition. The project was implemented in a 6th-grade class and lasted six lessons. Its primary objective was to develop an active educational practice focused on stimulating students’ creative potential and fostering a participatory dynamic in the classroom. As a result, the project culminated in the recording of two musical compositions conceived from the concept of soundscape: “Nature”, inspired by soundscapes of natural environments, and “City”, inspired by urban soundscapes. The process of creating these pieces involved experimentation and creativity on the part of the students. I believe the project provided students with enriching and diverse experiences. Additionally, in the second part of the report, the objectives and methodologies of the project are discussed, along with its alignment with the guidelines stipulated for the Music Education subject. The investigative method used to assess its functionality and relevance is also described. The section on the investigative process includes an analysis of the data collected through questionnaires completed by students at the end of each lesson. This analysis followed the three systematic phases outlined by Laurence Bardin: pre-analysis, data processing, and content analysis. Reflections on the developed project and considerations about implementing active methodologies that center the educational process on the student are also included in this section.
This report was prepared during the 2023/2024 academic year. The Supervised Teaching Practice took place in a school in Porto Salvo, in Oeiras. The school is part of the TEIP program (Priority Intervention Educational Territories) and includes all three cycles of basic education. The internship was developed with 5th and 6th-grade classes over six months, during which classes were observed and taught. The report is organized into two parts. The first part presents a description of the school’s physical environment, the profile of the student population, and the characterization of the classes that participated in this supervised teaching practice. This section also includes a summary of the classes observed and taught and the respective reflections. Additionally, it describes the complementary projects available at the school. I accompanied the Garage Bands project, led by the cooperating teacher, during the six months of the internship. In this project, I had the opportunity to participate in musical formations composed of students of various ages. The second part of this report is presented as an article dedicated to describing and analyzing the project based on the chosen PES theme. The concept of soundscape served as the starting point for the project's development, forming the basis for creating a proposal that involved instrumental experimentation and musical composition. The project was implemented in a 6th-grade class and lasted six lessons. Its primary objective was to develop an active educational practice focused on stimulating students’ creative potential and fostering a participatory dynamic in the classroom. As a result, the project culminated in the recording of two musical compositions conceived from the concept of soundscape: “Nature”, inspired by soundscapes of natural environments, and “City”, inspired by urban soundscapes. The process of creating these pieces involved experimentation and creativity on the part of the students. I believe the project provided students with enriching and diverse experiences. Additionally, in the second part of the report, the objectives and methodologies of the project are discussed, along with its alignment with the guidelines stipulated for the Music Education subject. The investigative method used to assess its functionality and relevance is also described. The section on the investigative process includes an analysis of the data collected through questionnaires completed by students at the end of each lesson. This analysis followed the three systematic phases outlined by Laurence Bardin: pre-analysis, data processing, and content analysis. Reflections on the developed project and considerations about implementing active methodologies that center the educational process on the student are also included in this section.
Descrição
Palavras-chave
Paisagem sonora Criatividade Composição Educação musical 2º. ciclo do ensino básico Soundscape Creativity Composition Music Education 2nd cycle of basic education