A influência da música na promoção do interesse pelas aprendizagens escolares e na aquisição de competências sociais nos alunos do 1.º ciclo do Ensino Básico
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2017
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O sucesso escolar e as artes como áreas de formação com um potencial rico para todos o alcançarem tem sido objeto de alguns estudos ao longo dos tempos, dada a sua relevância para a vida profissional, pessoal, social e emocional dos indivíduos. Este trabalho surgiu na sequência de observações efetuadas durante as práticas supervisionadas no contexto de estágio no ensino do pré-escolar (EPE) e no primeiro ciclo do ensino básico (CEB), primeiro, de modo mais empírico e, depois, de forma mais sistematizada, por pretender exibir verificações consumadas sobre a relação positiva existente entre as duas variáveis supramencionadas na formação académica, desde o nível mais elementar do sistema educativo em Portugal, através do método investigação-ação. Procurou-se observar o comportamento disciplinar e o nível da qualidade das aprendizagens de alunos nestes ciclos de estudos utilizando as artes como mediação das aprendizagens escolares, em particular a expressão musical. Para atingir os objetivos, foram formuladas duas hipóteses de investigação, as quais passaram por relacionar o nível de postura na sala de aula favorável à aprendizagem dos alunos com o número de advertências para que corrigissem atitudes/ comportamentos na sala de aula e, simultaneamente, comparar estes resultados aos obtidos pelos mesmos alunos durante a lecionação das mesmas disciplinas /conteúdos sem recurso às artes. Concluiu-se que o número de advertências/ ocorrências negativas é mais baixo durante a lecionação de conteúdos que privilegiou a interação pedagógica com recurso às artes, em particular a música/ canção e a dança e/ou movimentação corporal. Por outro lado, a observação do modus operandi de vários professores e a análise dos seus depoimentos obtidos em conversas informais permitiu verificar que embora, de um modo geral, os docentes considerem real a correlação entre sucesso escolar e a inclusão das artes como metodologia e técnicas de ensino e de aprendizagem, pouco tempo dedicam ao estudo e planeamento para a sua introdução nas suas práticas letivas de forma intencional para promover o interesse pelas aprendizagens escolares. Por isso, se apontam as mais-valias da colocação da Expressão Musical no topo das abordagens curriculares de forma articulada e integradora.
School success and the arts as school subjects with rich potential to enable everyone to reach it has been the subject of several studies for a long time due to its relevance for the professional, personal, social and emotional life of people. This work has its origin in the observations which occurred during the supervised internship for teacher training in pre-school education and in the first level of elementary school, first, done more empirically and then more systematically, since it seemed important to show the positive correlation, which was actually noticed, between the two variables mentioned above, even at the most elementary level of the Portuguese educational system, through the action research method. We tried to monitor the students’ behaviour in the classroom and the quality level of their learning using the arts, namely music, as a teaching techniques and a pedagogical methodology. To achieve our aims we decided to check two hypotheses, which included relating the students behaviour in the classroom with the number of warnings on them to correct their attitude / behaviour and simultaneously measure the knowledge they had got and then compare these results to those obtained by the same students during the lessons teaching the same subjects without taking advantage of integrating arts. We could see that the number of warnings / negative occurrences is lower during pedagogical interaction using arts, particularly music / songs and dance and / or body movement. On the other hand, the observation of the modus operandi of several teachers and the informal talks we had showed that although, in general, the teachers consider real the positive correlation between school success and the inclusion of the arts as a methodology or a teaching and learning technique, little time is devoted to the study and planning for its introduction in their teaching practices to promote intentionally interest in the school learning and to be the pathway to build knowledge. So, this work points out a few gains in order to claim for the placement of arts/Musical Expression on top of curricular approaches in a whole articulated and integrated way.
School success and the arts as school subjects with rich potential to enable everyone to reach it has been the subject of several studies for a long time due to its relevance for the professional, personal, social and emotional life of people. This work has its origin in the observations which occurred during the supervised internship for teacher training in pre-school education and in the first level of elementary school, first, done more empirically and then more systematically, since it seemed important to show the positive correlation, which was actually noticed, between the two variables mentioned above, even at the most elementary level of the Portuguese educational system, through the action research method. We tried to monitor the students’ behaviour in the classroom and the quality level of their learning using the arts, namely music, as a teaching techniques and a pedagogical methodology. To achieve our aims we decided to check two hypotheses, which included relating the students behaviour in the classroom with the number of warnings on them to correct their attitude / behaviour and simultaneously measure the knowledge they had got and then compare these results to those obtained by the same students during the lessons teaching the same subjects without taking advantage of integrating arts. We could see that the number of warnings / negative occurrences is lower during pedagogical interaction using arts, particularly music / songs and dance and / or body movement. On the other hand, the observation of the modus operandi of several teachers and the informal talks we had showed that although, in general, the teachers consider real the positive correlation between school success and the inclusion of the arts as a methodology or a teaching and learning technique, little time is devoted to the study and planning for its introduction in their teaching practices to promote intentionally interest in the school learning and to be the pathway to build knowledge. So, this work points out a few gains in order to claim for the placement of arts/Musical Expression on top of curricular approaches in a whole articulated and integrated way.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Palavras-chave
Sucesso escolar , Artes , Música , Autoestima , Metodologias