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A Educação Artística na Educação Pré-Escolar: Música como ponto de partida para a articulação curricular
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O presente Relatório Final de Estágio apresenta uma reflexão crítica das práticas de Ensino Supervisionadas realizadas no âmbito do Mestrado em Educação PréEscolar e Ensino do 1.º Ciclo do Ensino Básico, bem como o desenvolvimento de um estudo centrado numa das práticas. Deste modo, o relatório encontra-se dividido em duas partes. A primeira centrase na descrição das experiências obtidas ao longo das unidades curriculares de Prática de Ensino Supervisionada no 1.º CEB I e II, assim como na EPE I e II. Esta reflexão é sustentada em autores de referência e em documentos orientadores. A segunda parte é destinada ao trabalho de investigação que tem como objetivo explorar a interligação entre o contacto com as artes além do contexto escolar, principalmente sobre Música, com as experiências das crianças vividas no contexto escolar. Analisando a possível articulação entre a música e os restantes subdomínios da educação artística na promoção do seu interesse. Neste sentido, procedeu-se a uma revisão da literatura baseada na pesquisa em bases científicas. De seguida, adotou-se uma abordagem qualitativa, mais propriamente um estudo de caso que foi implementado num grupo de 16 crianças num contexto de Jardim de Infância. A recolha de dados foi realizada através de várias técnicas, nomeadamente a observação participante, as notas de campo e o inquérito por questionário. Os dados recolhidos foram objeto de uma análise profunda, verificando-se que as experiências relacionadas com as artes fora do contexto escolar podem constituir um fator de motivação acrescida para as propostas no Jardim de Infância. Além disso, a Música como ponto de partida para a articulação curricular revelou-se exequível na prática pedagógica, demonstrando que a integração da Música com os restantes subdomínios da Educação Artística contribuiu significativamente para o aumento do interesse das crianças.
This Final Internship Report presents a critical reflection on the Supervised Teaching Practices implemented within the master’s program in Preschool Education and Elementary School Education, as well as the development of a study focused on one of the practices. Thus, the report is divided into two parts. The first focuses on describing the experiences gained throughout the Supervised Teaching Practice curricular units in the 1st CEB I and II, as well as in the EPE I and II. This reflection is supported by leading authors and guiding documents. The second part is devoted to research work that aims to explore the interconnection between contact with the arts beyond the school context, particularly music, and children's experiences within the school context. The possible articulation between music and other subdomains of arts education in promoting their interest was analysed. To this end, a literature review based on scientific research was conducted. Next, a qualitative approach was adopted, specifically a case study implemented with a group of 16 children in a kindergarten setting. Data collection was conducted using various techniques, including participant observation, field notes, and questionnaire surveys. The collected data were subjected to in-depth analysis, demonstrating that experiences related to the arts outside of the school context can constitute an additional motivating factor for kindergarten programs. Furthermore, music as a starting point for curricular articulation proved viable in pedagogical practice, demonstrating that the integration of music with other subdomains of Arts Education significantly contributed to increasing children's interest.
This Final Internship Report presents a critical reflection on the Supervised Teaching Practices implemented within the master’s program in Preschool Education and Elementary School Education, as well as the development of a study focused on one of the practices. Thus, the report is divided into two parts. The first focuses on describing the experiences gained throughout the Supervised Teaching Practice curricular units in the 1st CEB I and II, as well as in the EPE I and II. This reflection is supported by leading authors and guiding documents. The second part is devoted to research work that aims to explore the interconnection between contact with the arts beyond the school context, particularly music, and children's experiences within the school context. The possible articulation between music and other subdomains of arts education in promoting their interest was analysed. To this end, a literature review based on scientific research was conducted. Next, a qualitative approach was adopted, specifically a case study implemented with a group of 16 children in a kindergarten setting. Data collection was conducted using various techniques, including participant observation, field notes, and questionnaire surveys. The collected data were subjected to in-depth analysis, demonstrating that experiences related to the arts outside of the school context can constitute an additional motivating factor for kindergarten programs. Furthermore, music as a starting point for curricular articulation proved viable in pedagogical practice, demonstrating that the integration of music with other subdomains of Arts Education significantly contributed to increasing children's interest.
Descrição
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Educação Pré-Escolar Educação Artística Música Articulação curricular Preschool Education Art Education Music Curricular Articulation