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Ensino da música no 2º Ciclo do Ensino Básico: as práticas dos professores de educação musical e os novos referenciais curriculares
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Abstract(s)
O presente trabalho procura analisar e compreender as práticas pedagógicas dos professores de Educação Musical do Ensino Básico, bem como os desafios que enfrentam em contexto escolar. Inserida no grupo disciplinar da Educação Artística, a Educação Musical faz parte do currículo nacional do Ensino Básico há mais de 40 anos, continuando a ser uma área disciplinar de difícil conceptualização por parte de professores e legisladores. Com a mais recente reforma curricular iniciada em 2018, que constitui uma profunda mudança estrutural em todo o Ensino Básico, torna-se premente observar como estão os professores a desenvolver as suas práticas segundo as novas orientações curriculares. A informação de que dispomos sobre as práticas pedagógicas dos professores de Educação Musical é escassa, sendo esta, também, uma das principais razões da pertinência deste estudo. Neste sentido, do ponto de vista teórico, foram abordados conceitos base que sustentam a problemática das práticas pedagógicas na música. Analisou-se o conceito de currículo e a sua evolução teórica durante o séc. XX, abordando algumas perspetivas filosóficas da Educação Musical, bem como a sua conceptualização e a evolução desta área disciplinar no Sistema Educativo português. Assim, fez-se referência aos autores mais relevantes da pedagogia da Música e às suas propostas, finalizando a fundamentação teórica com a abordagem aos documentos curriculares oficiais, nomeadamente as Aprendizagens Essenciais e o Perfil do Alunos à Saída da Escolaridade Obrigatória. Do ponto de vista metodológico, trata-se de um estudo de caso inserido no paradigma qualitativo, pelo que na recolha de dados recorremos a entrevistas semiestruturadas a 10 professores participantes no estudo. Os resultados mostram que há um certo desconhecimento dos documentos curriculares oficiais, em parte devido a falhas de gestão e organização escolar, mas, em termos gerais, as práticas dos professores estão alinhadas com os objetivos da disciplina, refletindo os domínios interdependentes: audição, interpretação e criação/composição, com forte relação com as Aprendizagens Essenciais em articulação com o Perfil do Aluno. Salienta-se, ainda, o facto de todos os professores terem mencionado dificuldades relacionadas com falta de materiais musicais ou tecnológicos, que influenciam negativamente as práticas letivas na disciplina de Educação Musical.
This work seeks to analyse and understand the pedagogical practices of elementary School Music Education teachers, as well as the challenges they face in the school context. Inserted in the disciplinary group of Artistic Education, Musical Education has been part of the national elementary school curriculum for more than 40 years, but it is still a subject area that is difficult for teachers and legislators to conceptualize. With the most recent curricular reform that began in 2018, which constitutes a profound structural change throughout elementary education, it has become urgent to observe how teachers are developing their practices according to the new curricular guidelines. The information we have on the pedagogical practices of Musical Education teachers is scarce, which is also one of the main reasons for the relevance of this study. In this sense, from a theoretical point of view, basic concepts that support the problem of pedagogical practices in Music were addressed. The concept of curriculum and its theoretical evolution during the 20th century were analysed, as well as some philosophical perspectives on Musical Education, its conceptualization and the evolution of this subject area in the Portuguese Education System. Thus, reference was made to the most relevant authors in Music pedagogy and their proposals, finalizing the theoretical foundation with an approach to official curricular documents, namely the Essential Learning Outcomes and the Exit Profile of Students Leaving Compulsory Schooling. From a methodological point of view, this is a case study inserted in the qualitative paradigm, so in data collection we used semi-structured interviews with 10 teachers participating in the study. The results show that there is a certain lack of knowledge of the official curriculum documents, partly due to failures in school management and organization, but in general terms, the teachers' practices are aligned with the objectives of the subject, reflecting the interdependent domains: listening, interpretation and creation/ composition, with a strong relationship with the Essential Learning Outcomes in conjunction with the Exit Profile of Students Leaving Compulsory Schooling. It should also be noted that all the teachers mentioned difficulties related to a lack of musical or technological materials, which negatively influence teaching practices in the subject of Musical Education.
This work seeks to analyse and understand the pedagogical practices of elementary School Music Education teachers, as well as the challenges they face in the school context. Inserted in the disciplinary group of Artistic Education, Musical Education has been part of the national elementary school curriculum for more than 40 years, but it is still a subject area that is difficult for teachers and legislators to conceptualize. With the most recent curricular reform that began in 2018, which constitutes a profound structural change throughout elementary education, it has become urgent to observe how teachers are developing their practices according to the new curricular guidelines. The information we have on the pedagogical practices of Musical Education teachers is scarce, which is also one of the main reasons for the relevance of this study. In this sense, from a theoretical point of view, basic concepts that support the problem of pedagogical practices in Music were addressed. The concept of curriculum and its theoretical evolution during the 20th century were analysed, as well as some philosophical perspectives on Musical Education, its conceptualization and the evolution of this subject area in the Portuguese Education System. Thus, reference was made to the most relevant authors in Music pedagogy and their proposals, finalizing the theoretical foundation with an approach to official curricular documents, namely the Essential Learning Outcomes and the Exit Profile of Students Leaving Compulsory Schooling. From a methodological point of view, this is a case study inserted in the qualitative paradigm, so in data collection we used semi-structured interviews with 10 teachers participating in the study. The results show that there is a certain lack of knowledge of the official curriculum documents, partly due to failures in school management and organization, but in general terms, the teachers' practices are aligned with the objectives of the subject, reflecting the interdependent domains: listening, interpretation and creation/ composition, with a strong relationship with the Essential Learning Outcomes in conjunction with the Exit Profile of Students Leaving Compulsory Schooling. It should also be noted that all the teachers mentioned difficulties related to a lack of musical or technological materials, which negatively influence teaching practices in the subject of Musical Education.
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Keywords
Educação musical Aprendizagens essenciais Perfil do aluno Práticas pedagógicas Currículo