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Authors
Advisor(s)
Abstract(s)
Este trabalho, que tem como tema “Ensino diferenciado numa sala de aula
de Iniciação Musical”, centra-se num estudo de caso. O estudo foi realizado
durante cerca de cinco meses, entre janeiro e maio de 2017.
A sala de aula foi o “cenário” do estudo, que envolveu uma turma do
segundo grau do curso de Iniciação Musical do 1º Ciclo do Ensino Básico. Um
total de 25 alunos, com idades compreendidas entre os 9 e os 10 anos,
responderam a um inquérito por questionário, cujas respostas foram depois
analisadas qualitativamente, tendo-se ensaiado também, como complemento,
uma análise quantitativa.
A investigação tinha como objetivo responder a três questões essenciais,
com o propósito de consolidar uma reflexão teórica sobre a problemática do
ensino diferenciado, nomeadamente sobre as estratégias que permitem ao
professor melhorar a sua performance junto dos alunos e contribuir de uma forma
mais eficaz para o sucesso da aprendizagem e para o bem-estar dos estudantes.
No final do estudo, os objetivos foram atingidos, não só porque as questões
colocadas pela investigação foram respondidas, confirmando-se a importância do
ensino diferenciado numa sala de Iniciação Musical, mas também porque resultou
deste trabalho um enriquecimento pessoal e profissional.
This project, whose theme is “Differentiated teaching in the classroom of Musical Initiation”, focuses on a case study. he study was conducted for about five months, between January and May 2017. The classroom was the “scenario” for our study that involved a second grade class in the Musical Initiation course of the first cycle. A total of 25 students, aged between 9 and 10 years old, answered a questionnaire survey, whose answers were then analysed qualitatively, and a quantitative analysis was also carried out. The aim of this research was to answer three essential questions, with the purpose of consolidating a theoretical reflection on the thematic of the differentiated teaching, namely on the strategies that allow the teacher to improve their own performance among students and to contribute in a more effective way for the success in the students’ well-being and learning ability. At the end of the study, all the goals were reached, not only because the questions raised by the researcher were answered, confirming the importance of the differentiated teaching in the classes of Musical Initiation, but also because from this work resulted a personal and professional enrichment.
This project, whose theme is “Differentiated teaching in the classroom of Musical Initiation”, focuses on a case study. he study was conducted for about five months, between January and May 2017. The classroom was the “scenario” for our study that involved a second grade class in the Musical Initiation course of the first cycle. A total of 25 students, aged between 9 and 10 years old, answered a questionnaire survey, whose answers were then analysed qualitatively, and a quantitative analysis was also carried out. The aim of this research was to answer three essential questions, with the purpose of consolidating a theoretical reflection on the thematic of the differentiated teaching, namely on the strategies that allow the teacher to improve their own performance among students and to contribute in a more effective way for the success in the students’ well-being and learning ability. At the end of the study, all the goals were reached, not only because the questions raised by the researcher were answered, confirming the importance of the differentiated teaching in the classes of Musical Initiation, but also because from this work resulted a personal and professional enrichment.
Description
Keywords
Diferenciação pedagógica Iniciação musical Estratégia de ensino Inclusão Pedagogical differentiation Musical initiation Teaching strategy Inclusion