O contributo da linguagem de programação Scratch no ensino da iniciação musical
Type
masterThesis
Creator
Identifier
202692310
Title
O contributo da linguagem de programação Scratch no ensino da iniciação musical
Contributor
Castilho, Maria Luísa Faria de Sousa Cerqueira Correia
Subject
Linguagem de programação Scratch;
Tecnologias de informação e comunicação
Iniciação musical
Scratch programming language
Information and communication technologies
Musical initiation
Domínio/Área Científica : Humanidades
Tecnologias de informação e comunicação
Iniciação musical
Scratch programming language
Information and communication technologies
Musical initiation
Domínio/Área Científica : Humanidades
Date
2021-04-07T15:38:52Z
2021-04-07T15:38:52Z
2020
2021
2021-04-07T15:38:52Z
2020
2021
Description
O presente relatório de estágio apresenta um estudo realizado no processo de
estágio no âmbito das Unidades Curriculares de Projeto do Ensino Artístico e Prática
de Ensino Supervisionada, constante do plano curricular do Mestrado em Ensino de
Música, opção Formação Musical e Música de Conjunto, no ano letivo 2019/2020, que
se desenvolveu nas turmas de Iniciação Musical do 4º ano de escolaridade do 1º Ciclo
do Ensino Básico e de Classe de Conjunto do 6º ano de escolaridade do 2º Ciclo, ambas
do Conservatório Regional de Música da Covilhã.
Tendo por objetivo evidenciar o papel do professor-investigador, neste relatório de
estágio tentamos perceber quais as potencialidades e os constrangimentos da
Linguagem de Programação Scratch como ferramenta educativa no processo de
ensino-aprendizagem na Iniciação Musical bem como que conceitos e ideias musicais
emergem no desenvolvimento de projetos com o Scratch.
Deste modo, no enquadramento teórico, procura-se clarificar e entender o papel
das TIC no paradigma do processo educacional bem como discutir o papel do Scratch
no processo de ensino-aprendizagem da Iniciação Musical. Em termos metodológicos,
enquadra-se numa abordagem de natureza qualitativa. Os dados foram recolhidos
através da observação participante, recolha documental e inquéritos por questionário.
A análise dos dados deste estudo permitiu-nos concluir que houve uma grande
motivação manifestada pela participação ativa de todos os alunos envolvidos ao longo
do desenvolvimento do projeto sendo que o uso das TIC, e mais concretamente a
Linguagem de Programação Scratch de forma complementar ao trabalho do professor,
pode ser um importante recurso didático em todo o processo de ensino-aprendizagem
uma vez que permite aprendizagens mais motivadoras, desafiantes e significativas.
Não obstante, salienta-se também a importância do papel do professor como mediador
no processo de ensino-aprendizagem.
Abstract : This internship report presents a study carried out in the internship process within the scope of the Supervised Teaching Practice Curricular Unit, included in the curricular plan of the Master in Music Teaching, option Musical Formation and Ensemble Music, in the academic year 2019/2020, which was developed in the Musical Initiation classes and in the Ensemble Class at Conservatório Regional de Música da Covilhã, in the 4th year of schooling in the 1st Cycle of Basic Education and in the 6th year of schooling in the 2nd Cycle, respectively. Having as objective to highlight the role of the teacher-researcher, in this internship report we try to understand the potentials and constraints of the Scratch Programming Language as an educational tool in the teaching-learning process in Musical Initiation as well as what musical concepts and ideas emerge in the development of projects with Scratch. Thus, in the theoretical framework, it seeks to clarify and understand the role of ICT in the educational process paradigm as well as to discuss the role of Scratch in the teaching-learning process of Musical Initiation. In methodological terms, it fits into a qualitative approach. The data were collected through participant observation, documentary collection and questionnaire surveys. The analysis of the data from this study allowed us to conclude that there was a great motivation manifested by the active participation of all students involved throughout the development of the project, being the use of ICT, and more specifically the Scratch Programming Language in order to complement the teacher's work, can be an important didactic resource in the entire teaching-learning process since it allows more motivating, challenging and meaningful learning. Nevertheless, the importance of the teacher's role as a mediator in the teaching-learning process is also emphasized.
Abstract : This internship report presents a study carried out in the internship process within the scope of the Supervised Teaching Practice Curricular Unit, included in the curricular plan of the Master in Music Teaching, option Musical Formation and Ensemble Music, in the academic year 2019/2020, which was developed in the Musical Initiation classes and in the Ensemble Class at Conservatório Regional de Música da Covilhã, in the 4th year of schooling in the 1st Cycle of Basic Education and in the 6th year of schooling in the 2nd Cycle, respectively. Having as objective to highlight the role of the teacher-researcher, in this internship report we try to understand the potentials and constraints of the Scratch Programming Language as an educational tool in the teaching-learning process in Musical Initiation as well as what musical concepts and ideas emerge in the development of projects with Scratch. Thus, in the theoretical framework, it seeks to clarify and understand the role of ICT in the educational process paradigm as well as to discuss the role of Scratch in the teaching-learning process of Musical Initiation. In methodological terms, it fits into a qualitative approach. The data were collected through participant observation, documentary collection and questionnaire surveys. The analysis of the data from this study allowed us to conclude that there was a great motivation manifested by the active participation of all students involved throughout the development of the project, being the use of ICT, and more specifically the Scratch Programming Language in order to complement the teacher's work, can be an important didactic resource in the entire teaching-learning process since it allows more motivating, challenging and meaningful learning. Nevertheless, the importance of the teacher's role as a mediator in the teaching-learning process is also emphasized.
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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