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Perfil do docente vs perfil do aluno : processos de ensino-aprendizagem na disciplina de Formação Musical
Type
masterThesis
Identifier
202692345
Title
Perfil do docente vs perfil do aluno : processos de ensino-aprendizagem na disciplina de Formação Musical
Contributor
Pereira, Cristina Maria Gonçalves
Ladeira, Pedro Miguel Reixa
Ladeira, Pedro Miguel Reixa
Subject
Formação musical
Estratégias de ensino-aprendizagem
Motivação
Professores
Alunos
Musical training
Teaching-learning strategies
Motivation
Teachers
Students
Domínio/Área Científica : Humanidades
Estratégias de ensino-aprendizagem
Motivação
Professores
Alunos
Musical training
Teaching-learning strategies
Motivation
Teachers
Students
Domínio/Área Científica : Humanidades
Date
2021-04-07T15:40:50Z
2021-04-07T15:40:50Z
2020
2021
2021-04-07T15:40:50Z
2020
2021
Description
O presente relatório está divido em duas partes. A primeira parte apresenta as atividades desenvolvidas ao longo da disciplina de Prática de Ensino Supervisionada, inserida no Mestrado em Ensino de Música, opção de Formação Musical e Música de Conjunto. As atividades foram realizadas no Conservatório Regional de Castelo Branco, numa turma de segundo grau de formação musical, numa turma de coro do mesmo grau e na orquestra sinfónica.
A segunda parte encontra-se dividida em duas secções, onde na primeira foi realizada uma pesquisa documental preparatória à investigação e na segunda secção foi desenvolvida uma investigação apoiada numa metodologia de natureza mista com o objetivo de compreender as diferenças das perceções de ensino da disciplina de Formação Musical por parte dos professores da mesma e dos seus alunos.
As questões de investigação orientadoras do estudo foram as seguintes: (i) Quais os métodos que os professores de Formação Musical conhecem?; a segunda: (ii) Quais os métodos que os professores de Formação Musical utilizam?; a terceira: (iii) Quais são as estratégias que os alunos utilizam na aprendizagem musical?; a quarta (iv) Que estratégias os professores de Formação Musical utilizam para motivar os alunos para a aprendizagem?; e por ultimo: (v) Qua perceções têm os professores e os alunos relativamente às práticas pedagógicas desenvolvidas na aula de FM?
A investigação baseou-se na análise do resultado dos inquéritos por questionário realizados a professores de Formação Musical e alunos da disciplina. O questionário foi contruído tendo por base entrevistas prévias e uma revisão de literatura sobre a temática em análise.
O facto de termos optado por auscultar simultaneamente alunos e professores, bem como a preocupação de utilizarmos um questionário que permite aferir a opinião dessas duas categorias de respondentes relativamente às mesmas dimensões do processo de ensino-aprendizagem, o que permitiu uma análise comparativa que se revelou útil para uma reflexão sobre aspetos pertinentes relacionados com a lecionação da disciplina de Formação Musical. Foi possível identificar similitudes, mas também divergências, nomeadamente sobre a perceção da motivação para a aprendizagem, sobre o reportório musical utilizado nas aulas e sobre a importância da utilização da improvisação nesse processo, pelo que os resultados obtidos podem suscitar formas de pensar e organizar o ensino da disciplina em análise.
Abstract : This report is divided into two parts. The first part presents the activities developed during the Supervised Teaching Practice discipline, inserted in the Master in Music Teaching, option of Musical Formation and Ensemble Music. The activities were carried out at the Castelo Branco Regional Conservatory, in a class of second degree of musical formation, in a class of choir of the same degree and in the symphony orchestra. The second part is divided into two sections, where in the first, a documentary research preparatory to the investigation was carried out and in the second section, an investigation based on a mixed nature methodology was developed in order to understand the differences in the perceptions of teaching in the discipline of Musical training by teachers and students. The research questions guiding the study were as follows: (i) What methods do Music Education teachers know about ?; the second: (ii) What methods do Music Education teachers use ?; the third: (iii) What are the strategies that students use in musical learning ?; the fourth (iv) What strategies do Music Education teachers use to motivate students to learn ?; and lastly: (v) What perceptions do teachers and students have regarding the pedagogical practices developed in the FM class? The investigation was based on the analysis of the results of the questionnaire inquiries made to Music Education teachers and students of the discipline. The questionnaire was built based on previous interviews and a literature review on the subject under analysis. The fact that we chose to listen to students and teachers simultaneously, as well as the concern of using a questionnaire that allows us to assess the opinion of these two categories of respondents in relation to the same dimensions of the teaching-learning process, which allowed a comparative analysis that proved to be useful for a reflection on relevant aspects related to the teaching of the subject of Musical Formation. It was possible to identify similarities, but also divergences, namely on the perception of motivation for learning, on the musical repertoire used in classes and on the importance of using improvisation in this process, so that the results obtained can raise ways of thinking and organizing the teaching the subject under analysis.
Abstract : This report is divided into two parts. The first part presents the activities developed during the Supervised Teaching Practice discipline, inserted in the Master in Music Teaching, option of Musical Formation and Ensemble Music. The activities were carried out at the Castelo Branco Regional Conservatory, in a class of second degree of musical formation, in a class of choir of the same degree and in the symphony orchestra. The second part is divided into two sections, where in the first, a documentary research preparatory to the investigation was carried out and in the second section, an investigation based on a mixed nature methodology was developed in order to understand the differences in the perceptions of teaching in the discipline of Musical training by teachers and students. The research questions guiding the study were as follows: (i) What methods do Music Education teachers know about ?; the second: (ii) What methods do Music Education teachers use ?; the third: (iii) What are the strategies that students use in musical learning ?; the fourth (iv) What strategies do Music Education teachers use to motivate students to learn ?; and lastly: (v) What perceptions do teachers and students have regarding the pedagogical practices developed in the FM class? The investigation was based on the analysis of the results of the questionnaire inquiries made to Music Education teachers and students of the discipline. The questionnaire was built based on previous interviews and a literature review on the subject under analysis. The fact that we chose to listen to students and teachers simultaneously, as well as the concern of using a questionnaire that allows us to assess the opinion of these two categories of respondents in relation to the same dimensions of the teaching-learning process, which allowed a comparative analysis that proved to be useful for a reflection on relevant aspects related to the teaching of the subject of Musical Formation. It was possible to identify similarities, but also divergences, namely on the perception of motivation for learning, on the musical repertoire used in classes and on the importance of using improvisation in this process, so that the results obtained can raise ways of thinking and organizing the teaching the subject under analysis.
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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