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A presente investigação analisa a influência do contexto cultural no desenvolvimento artístico dos alunos de quatro escolas de ensino especializado da música da Região Norte de Portugal. Partindo de uma compreensão ampla de cultura e das suas implicações na educação artística, o estudo procura perceber de que forma a oferta cultural, as oportunidades de fruição artística e a identidade institucional das escolas moldam a motivação, os hábitos de estudo, a participação cultural e as perceções de progresso dos estudantes. O relatório organiza-se em duas partes complementares. A Parte I, incide sobre a Prática de Ensino Supervisionada, realizada no Conservatório de Música do Porto, apresentando a caracterização do contexto educativo, bem como a planificação, observação e reflexão das aulas de Instrumento e de Classe de Conjunto. A Parte II, referente à investigação desenvolvida, aprofunda o estudo sobre o impacto do contexto cultural no ensino e aprendizagem musical, integrando um enquadramento teórico, a
metodologia adotada e a análise dos dados recolhidos. Recorrendo a uma metodologia mista, foi aplicado um questionário composto por questões fechadas e abertas, permitindo recolher dados quantitativos e qualitativos sobre as motivações dos alunos, a sua relação com o meio cultural, o envolvimento em atividades extracurriculares, os hábitos de prática instrumental e a forma como percecionam o impacto do contexto no seu percurso musical. As respostas foram analisadas de forma integrada, procurando articular dimensões individuais, socioculturais e institucionais. Os resultados evidenciam diferenças claras entre contextos culturalmente mais favorecidos - Porto e Braga - e territórios periféricos - Felgueiras e Vila Real. Nas regiões com menor oferta artística, observa-se uma forte dependência da escola enquanto principal espaço de contacto com a cultura, sendo esta responsável por compensar limitações externas e garantir oportunidades formativas essenciais. Já nos contextos mais ricos em equipamentos e eventos culturais, emerge um paradoxo: apesar da abundância de recursos, muitos alunos revelam desconhecimento ou baixo nível de participação na vida artística envolvente, evidenciando a necessidade de mediação ativa por parte das instituições e professores. As perceções dos estudantes sobre o seu desenvolvimento musical refletem igualmente estas desigualdades, variando entre a valorização das oportunidades existentes e a identificação de lacunas estruturais, como a escassez de práticas orquestrais ou a pouca diversidade estética. Conclui-se que o contexto cultural desempenha um papel determinante no percurso de aprendizagem, influenciando a motivação, o envolvimento e a relação quotidiana com a música. Defende-se, assim, o reforço da literacia cultural nas escolas de música, através da promoção de experiências reais de fruição artística, integração curricular de práticas culturais e valorização do papel do professor enquanto agente de mediação e referência cultural.
Abstract: This study examines the influence of cultural context on the artistic development of students from four specialist music schools in the Northern Region of Portugal. Based on a broad understanding of culture and its implications for arts education, the research seeks to understand how cultural offerings, opportunities for artistic experience and the institutional identity of schools shape students' motvation, strudy habits, cultural participation and perceptions of progress. The report is organised into two complementary parts. Part I, focused on the Supervised Teaching Practice carried out at the Conservatory of Music of Porto, presents the characterisation of the educational context, as well as the planning, observation and reflection of Instrument and Ensemble classes. Part II, referring to the research conducted, deepens the study of the impact of cultural context on music teaching and learning, integrating the theoretical framework, the adopted methodology and the analysis of the collected data. Using a mixed-methods approach, a questionnaire with both closed and open-ended questions was administered, allowing the collection of quantitative and qualitative data on students' motivations, their relationship with the cultural enviroment, involvement in extracurricular activities, instrumental practice habits and perceptions of how the contexto influences their musical development. The responses were analysed in an integrated manner, articulating individual, sociocultural and institutional dimensions. The results reveal clear differences between culturally advantaged contexts - Porto and Braga - and peripheral territories - Felgueiras and Vila Real. In regions with limited artistic provision, schools emerge as the main point of contact with culture, compensating for external limitations and ensuring essential learning opportunities. In contexts richer in cultural facilities and events, however, a paradox emerges: despite the abundance of resources, many students show low awareness of or participation in the surrounding artistic life, highlighting the need for active mediation by institutions and teachers. Students' perceptions of their musical development anso reflect these inequalities, ranging from valuing existing opportunities to identifying structural gaps, such as the scarcity of orchestral practice or limited aesthetic diversity. The study concludes that cultural context plays a decisive role in the learning process, influencing motivation, engagement and students' everyday relationship with music. It therefore advocates strengthening cultural literacy in music schools through the promotion of real artistic experiences, the curricular integration of cultural practices and the recognition of the teacher as a mediator and cultural reference.
Abstract: This study examines the influence of cultural context on the artistic development of students from four specialist music schools in the Northern Region of Portugal. Based on a broad understanding of culture and its implications for arts education, the research seeks to understand how cultural offerings, opportunities for artistic experience and the institutional identity of schools shape students' motvation, strudy habits, cultural participation and perceptions of progress. The report is organised into two complementary parts. Part I, focused on the Supervised Teaching Practice carried out at the Conservatory of Music of Porto, presents the characterisation of the educational context, as well as the planning, observation and reflection of Instrument and Ensemble classes. Part II, referring to the research conducted, deepens the study of the impact of cultural context on music teaching and learning, integrating the theoretical framework, the adopted methodology and the analysis of the collected data. Using a mixed-methods approach, a questionnaire with both closed and open-ended questions was administered, allowing the collection of quantitative and qualitative data on students' motivations, their relationship with the cultural enviroment, involvement in extracurricular activities, instrumental practice habits and perceptions of how the contexto influences their musical development. The responses were analysed in an integrated manner, articulating individual, sociocultural and institutional dimensions. The results reveal clear differences between culturally advantaged contexts - Porto and Braga - and peripheral territories - Felgueiras and Vila Real. In regions with limited artistic provision, schools emerge as the main point of contact with culture, compensating for external limitations and ensuring essential learning opportunities. In contexts richer in cultural facilities and events, however, a paradox emerges: despite the abundance of resources, many students show low awareness of or participation in the surrounding artistic life, highlighting the need for active mediation by institutions and teachers. Students' perceptions of their musical development anso reflect these inequalities, ranging from valuing existing opportunities to identifying structural gaps, such as the scarcity of orchestral practice or limited aesthetic diversity. The study concludes that cultural context plays a decisive role in the learning process, influencing motivation, engagement and students' everyday relationship with music. It therefore advocates strengthening cultural literacy in music schools through the promotion of real artistic experiences, the curricular integration of cultural practices and the recognition of the teacher as a mediator and cultural reference.
Descrição
Relatório de Estágio apresentado à Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Música - Instrumento e Música de Conjunto.
Palavras-chave
Cultura Contexto cultural Desenvolvimento artístico Ensino artístico Culture Cultural context Artistic development Arts education