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A Prática Coletiva como Ferramenta Motivacional da Aprendizagem Musical
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O Presente relatório incide na Prática de Ensino Supervisionada, realizada no âmbito do Mestrado em Ensino da Educação Musical no Ensino Básico (2º Ciclo) durante o ano letivo 2017/2018.
O principal objetivo deste trabalho é a descrição de todas as aprendizagens que me levaram a adquirir as competências necessárias à docência da Educação Musical no 2º ciclo do Ensino Básico. Com este documento, pretendo contribuir para a reflexão sobre a a importância da prática colectiva como ferramenta motivacional da aprendizagem musical, e como o desempenho do professor influência o desempenho dos alunos e, consequentemente, a sua motivação.
O relatório está divido em quatro capítulos, que passo sumariamente a descrever: O primeiro é dedica-se à contextualização da Educação Musical; O segundo capítulo visa contextualizar a minha Prática de Ensino Supervisionada, onde exponho o local onde decorreu, assim como o seu projeto educativo e a sua oferta escolar; No capítulo seguinte, apresento o núcleo de estágio e descrevo, de forma fundamentada, a Prática de Ensino Supervisionada nas vertentes de observação e leccionação de aulas, assim como a participação nas atividades extracurriculares. O último capítulo é reservado à reflexão da minha participação no projeto de investigação “Cantar Mais”; Finalizo o relatório demonstrando de que forma me tornei professora de Educação Musical no 2º Ciclo do Ensino Básico.
The present report focuses on the Supervised Teaching Practice, carried out within the scope of the Master's Degree in Teaching Music Education in Basic Education (2nd Cycle) during the academic year 2017/2018. The main objective of this work is the description of all the learning that led me to acquire the necessary skills to teach Music Education in the 2nd cycle of Basic Education. With this document, I intend to contribute to the reflection on the importance of collective practice as a motivational tool for musical learning, and how the performance of the teacher influences the students' performance and, consequently, their motivation. The report is divided into four chapters, which I briefly describe: The first is devoted to the contextualization of Music Education; The second chapter aims to contextualize my Supervised Teaching Practice, where I present the place where it took place, as well as its educational project and its school supply; In the following chapter, I present the core of the internship and describe, in a well-founded way, the Supervised Teaching Practice in the aspects of observation and lecturing of classes, as well as participation in extracurricular activities. The last chapter is reserved for the reflection of my participation in the research project “Cantar Mais"; I conclude the report by demonstrating how I became a Music Education teacher in the 2nd Cycle of Basic Education.
The present report focuses on the Supervised Teaching Practice, carried out within the scope of the Master's Degree in Teaching Music Education in Basic Education (2nd Cycle) during the academic year 2017/2018. The main objective of this work is the description of all the learning that led me to acquire the necessary skills to teach Music Education in the 2nd cycle of Basic Education. With this document, I intend to contribute to the reflection on the importance of collective practice as a motivational tool for musical learning, and how the performance of the teacher influences the students' performance and, consequently, their motivation. The report is divided into four chapters, which I briefly describe: The first is devoted to the contextualization of Music Education; The second chapter aims to contextualize my Supervised Teaching Practice, where I present the place where it took place, as well as its educational project and its school supply; In the following chapter, I present the core of the internship and describe, in a well-founded way, the Supervised Teaching Practice in the aspects of observation and lecturing of classes, as well as participation in extracurricular activities. The last chapter is reserved for the reflection of my participation in the research project “Cantar Mais"; I conclude the report by demonstrating how I became a Music Education teacher in the 2nd Cycle of Basic Education.
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Palavras-chave
Educação Musical Prática Musical Motivação Musical Education Musical Practice Motivation