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Abstract(s)
Este trabalho, intitulado “Conceção de estratégias para o ensino coletivo de
violino numa sala de aula diferenciada”, é uma investigação de natureza qualitativa,
assente numa estratégia metodológica de Investigação-Ação (I-A), realizada em dois
ciclos de investigação, com a duração de três meses cada um.
Com este estudo pretendeu-se aprofundar os conhecimentos sobre o ensino
diferenciado e a sua aplicação no ensino vocacional de música - ensino coletivo de
instrumento (violino).
Esta pesquisa foi realizada no Centro de Cultura Musical (CCM), com quatro
alunos do 2º grau, do ensino articulado de violino, em que se utilizou como técnicas
de recolha de dados, entre outras, a observação direta e participante, as notas de
campo registadas num diário de bordo, os questionários e os portefólios dos alunos.
A análise e interpretação dos dados foram feitas através da análise de
conteúdos de todos estes registos. Considera-se que o objetivo desta pesquisa foi
atingido e os resultados confirmaram a tese de que os alunos aprendem mais com
estratégias de ensino diferenciado, numa sala de ensino coletivo de instrumento.
This work, entitled "Conception strategies for collective violin teaching in a differentiated classroom," is a qualitative research, based on a methodological approach Research-Action, held in two rounds of research, with the duration of three months each. It was intended to deepen the knowledge about differentiated instruction and its application in vocational education of music – collective instrument teaching (violin). This research was performed at the Center of Musical Culture (CCM), with four 2nd grade violin students. The techniques used for gathering data were, among others, direct and participating observation, field notes recorded in a logbook, the questionnaires and student portfolios. Analysis and interpretation of data was done by analyzing the content of all these records. The aim of this research has been attained and these results confirmed the theory that students learn more with differentiated teaching strategies in collective instrument teaching.
This work, entitled "Conception strategies for collective violin teaching in a differentiated classroom," is a qualitative research, based on a methodological approach Research-Action, held in two rounds of research, with the duration of three months each. It was intended to deepen the knowledge about differentiated instruction and its application in vocational education of music – collective instrument teaching (violin). This research was performed at the Center of Musical Culture (CCM), with four 2nd grade violin students. The techniques used for gathering data were, among others, direct and participating observation, field notes recorded in a logbook, the questionnaires and student portfolios. Analysis and interpretation of data was done by analyzing the content of all these records. The aim of this research has been attained and these results confirmed the theory that students learn more with differentiated teaching strategies in collective instrument teaching.