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Contributos para a compreensão da coadjuvação de expressão e educação musical, no 1.º ciclo do ensino básico, num agrupamento de escolas do Algarve
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Authors
Abstract(s)
Este estudo pretende abordar a importância da coadjuvação na expressão e educação
musical (EEM) no 1.º ciclo do ensino básico (CEB) enquanto medida pedagógica para
melhorar a lecionação de EEM. A EEM é uma disciplina do currículo do 1.º CEB com
importância para o desenvolvimento global dos alunos, que habitualmente é lecionada
pelos professores do 1.º CEB. Estes professores, isoladamente, referem ter algumas
dificuldades no ensino desta disciplina. Este sentir por parte destes profissionais motivou
este estudo e a sua pergunta de partida: será importante a coadjuvação na EEM, no 1.º
CEB, por um docente especializado na área da música?
Tendo em conta a questão de partida, emergiu como objetivo geral conhecer as
perceções e as práticas de coadjuvação na EEM, no 1.º CEB e os seguintes objetivos
específicos: conhecer a importância da EEM; identificar as razões do diretor do
agrupamento para a atribuição ou não de coadjuvação na EEM no 1.º CEB; identificar os
principais constrangimentos na lecionação da EEM; perceber se o currículo de EEM é
cumprido; saber se os professores do 1.º CEB pretendem/continuam a pretender ser
coadjuvados por um professor especializado na área da música; conhecer o
funcionamento da coadjuvação em EEM; identificar as vantagens e desvantagens da
coadjuvação; entender a diferença de perceções entre docentes do 1.º CEB com e sem
coadjuvação de professor especializado na área da música; identificar o perfil ideal do
professor coadjuvante e identificar práticas e estratégias promotoras da coadjuvação no
1.º CEB na EEM.
O estudo enquadra-se num paradigma qualitativo, sendo um estudo exploratório, na
forma de estudo de caso, na escola do 1.º CEB de um agrupamento de escolas no Algarve.
Para a recolha de dados, foram realizadas entrevistas semiestruturadas ao diretor do
agrupamento, à coordenadora de departamento do 1.º CEB, à coordenadora de
estabelecimento do 1.º CEB, ao coordenador do grupo de educação musical (EM) e ao
professor coadjuvante de EEM, um focus group com professores do 1.º CEB com e sem
coadjuvação em EEM, um inquérito por questionário aplicado aos professores do 1.º CEB
do agrupamento e procedemos, ainda, à análise de documentos do agrupamento
O estudo permitiu identificar os constrangimentos na lecionação de EEM pelos
professores do 1.º CEB, com consequências no cumprimento do programa. Os resultados
evidenciam que estes professores pretendem ser coadjuvados em EEM, por um professor especialista na área da música, e que a coadjuvação em EEM é uma estratégia importante
para melhorar o seu ensino, quer no que se ensina e como se ensina.
This study aims to address the importance of co-teaching in expression and music education in primary education as a pedagogical measure to improve teaching expression and music education. Music expression and education is a subject in the primary education curriculum with importance for the overall development of students, which is usually taught by primary education teachers. These teachers, alone, report having some difficulties in teaching this subject. This feeling by these professionals motivated this study and the starting question: Whether it will be important to co-teaching in expression and music education in primary education, by a music teacher. Taking into account the starting point, the general objective emerged to know the perceptions and practices of co-teaching in expression and music education, in primary education and the following specific objectives: to know the importance of expression and music education; to identify the headmaster’s reasons for the attribution or not of coteaching in musical expression and education in primary education; to identify the main constraints in teaching musical expression and education; to understand if the curriculum of expression and music education is fulfilled; to know if teachers in primary education intend/continue to intend to be assisted by a specialized teacher in the area of music; to know how co-teaching works in expression and music education; to identify the advantages and disadvantages of support; to understand the difference in perceptions between primary education teachers with and without co-teaching of a teacher specialized in the area of music; to identify the ideal profile of the supporting teacher and identify practices and strategies that promote co-teaching in primary education in expression and music education. The study fits into a qualitative paradigm, being an exploratory study, in the form of a case study, in the primary school of a group of schools in headmaster’s, the primary education coordinator, the primary school establishment coordinator, the music education group coordinator and the supporting teacher of expression and music education, a focus group with primary education teachers with and without co-teaching in expression and music education, a questionnaire survey applied to primary education teachers in the cluster and we resorted to document analysis of the cluster. The study allowed us to identify the constraints in the teaching of expression and music education by primary education teachers, with consequences for the fulfillment of the program. The results show that these teachers intend to be assisted in expression and music education by a specialist in the field of music, and that this assistance is an important strategy to improve their teaching, both in what it taught and how it is taught.
This study aims to address the importance of co-teaching in expression and music education in primary education as a pedagogical measure to improve teaching expression and music education. Music expression and education is a subject in the primary education curriculum with importance for the overall development of students, which is usually taught by primary education teachers. These teachers, alone, report having some difficulties in teaching this subject. This feeling by these professionals motivated this study and the starting question: Whether it will be important to co-teaching in expression and music education in primary education, by a music teacher. Taking into account the starting point, the general objective emerged to know the perceptions and practices of co-teaching in expression and music education, in primary education and the following specific objectives: to know the importance of expression and music education; to identify the headmaster’s reasons for the attribution or not of coteaching in musical expression and education in primary education; to identify the main constraints in teaching musical expression and education; to understand if the curriculum of expression and music education is fulfilled; to know if teachers in primary education intend/continue to intend to be assisted by a specialized teacher in the area of music; to know how co-teaching works in expression and music education; to identify the advantages and disadvantages of support; to understand the difference in perceptions between primary education teachers with and without co-teaching of a teacher specialized in the area of music; to identify the ideal profile of the supporting teacher and identify practices and strategies that promote co-teaching in primary education in expression and music education. The study fits into a qualitative paradigm, being an exploratory study, in the form of a case study, in the primary school of a group of schools in headmaster’s, the primary education coordinator, the primary school establishment coordinator, the music education group coordinator and the supporting teacher of expression and music education, a focus group with primary education teachers with and without co-teaching in expression and music education, a questionnaire survey applied to primary education teachers in the cluster and we resorted to document analysis of the cluster. The study allowed us to identify the constraints in the teaching of expression and music education by primary education teachers, with consequences for the fulfillment of the program. The results show that these teachers intend to be assisted in expression and music education by a specialist in the field of music, and that this assistance is an important strategy to improve their teaching, both in what it taught and how it is taught.
Description
Keywords
Coadjuvação Expressão e educação musical 1.º ciclo do ensino básico Música