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A importância das competências de autorregulação e autonomia para a otimização do estudo : aplicação no ensino e aprendizagem do canto
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Authors
Abstract(s)
O ensino do canto em Portugal tem vindo a sofrer alterações estruturais. Desde 2012,
após algumas experiências anteriores, os alunos podem escolher canto como instrumento
principal a partir do 2º ciclo. Esta mudança levanta questões importantes, uma vez que para
alunos tão jovens é um desafio lidar com um instrumento que é intrínseco e cuja consciência
corporal e outras competências importantes estão menos desenvolvidas. É, então,
imprescindível que os alunos desenvolvam competências de autorregulação e autonomia que
os permita serem agentes e dominar o próprio processo de aprendizagem. Uma
aprendizagem autorregulada é fruto da interação cíclica de um conjunto de processos
comportamentais, cognitivos, motivacionais e metacognitivos, sendo difícil dissociá-la de uma
prática individual otimizada que é determinante no desenvolvimento das capacidades
técnicas, musicais e, consequentemente, para o sucesso na aprendizagem instrumental.
O presente estudo está, assim, dividido em duas partes, a primeira dedicada à Prática de
Ensino Supervisionada na qual foram acompanhadas uma turma de classe de conjunto e uma
aluna de Canto da Ourearte (Escola de Música e Artes de Ourém). A segunda corresponde ao
estudo de investigação no qual foi utilizada a metodologia de Investigação-Ação com enfoque
na compreensão de todas as condicionantes do processo da aprendizagem autorregulada
para que essas possam ser incentivadas e desenvolvidas no contexto das aulas de
instrumento e Canto.
A fim de conhecer melhor a realidade dos alunos, foi aplicado um questionário de
autorregulação e hábitos de estudos da autoria de Peter Miksza (2011) com os alunos de
Canto do ensino básico da escola onde foi realizado o estágio. A sua análise permitiu
identificar as fragilidades e dificuldades que estes alunos apresentam e, em conjunto com a
revisão da literatura, desenvolver uma ferramenta de autorregulação que as pudesse suprir.autorregulação, tendo sido adaptado à realidade dos alunos de Canto e aplicado com três
alunas do ensino básico, durante um período de 12 semanas. A sua utilização e pertinência
foram avaliadas no final da experiência através de um questionário comparando as
competências de autorregulação e os hábitos de estudo antes e pós diário e de folhas de
observação e análise do mesmo. Os resultados revelaram que o Diário de Estudo pode ser
uma ferramenta valiosa para a promoção das competências de autorregulação e autonomia,
refletindo-se nos hábitos de estudo e na otimização da prática individual. Tal foi corroborado
pelas alunas que admitiram ter identificado mudanças no seu comportamento, tanto a nível
da relação com o estudo, como no domínio do instrumento, manifestando vontade de utilizar
o diário no futuro.
Assim, foi desenvolvido O Diário de estudo de Canto, fundamentado no modelo teórico de
Abstract : The teaching of singing in Portugal has undergone structural changes. Since 2012, following some previous experiments, students can choose singing as their main instrument from the 5th grade. This raises important questions, as dealing with an instrument that is intrinsic and requires a level of bodily awareness presents a challenge for such young students, whose relevant skills are naturally less developed. It is, therefore, essential for students to develop self-regulation and autonomy skills that allow them to be agents and master their own learning process. Therefore, self-regulated learning is the result of the cyclical interaction of a set of behavioral, cognitive, motivational, and metacognitive processes, closely linked to optimized individual practice, which is decisive in developing technical, musical capabilities, and consequently, success in musical and instrumental learning. The present study is divided into two parts, with the first dedicated to Supervised Teaching Practice, involving the observation of a class ensemble and a singing student at Ourearte (School of Music and Arts of Ourém). The second part corresponds to the research study, in which an action research methodology was employed, with an emphasis on understanding all factors influencing the self-regulated learning process so that these can be encouraged and developed in the context of singing lessons. To better understand students' reality, a self-regulation and study habits questionnaire developed by Peter Miksza (2011) was administered to singing students from 5th to 9th grade at the music school where the Supervised Teaching Practice took place. Its analysis helped identify the weaknesses and difficulties these students face. Together with the literature review, it led to the development of a self-regulation tool designed to address these challenges. Thus, the Singing Study Diary was developed, grounded in the theoretical model of self-regulation, adapted to the reality of singing students, and applied to three basic education students over a period of 12 weeks. Its use and relevance were assessed at the end of the experience through a questionnaire comparing self-regulation skills and study habits before and after the diary, as well as through observation and analysis sheets. The results revealed that the practice diary can be a valuable tool for promoting selfregulation and autonomy skills, reflecting on study habits, and optimizing individual practice. This was corroborated by the students who admitted to identifying changes in their behavior,use the diary in the future. both in their approach to study and in their mastery of the instrument, expressing a desire to
Abstract : The teaching of singing in Portugal has undergone structural changes. Since 2012, following some previous experiments, students can choose singing as their main instrument from the 5th grade. This raises important questions, as dealing with an instrument that is intrinsic and requires a level of bodily awareness presents a challenge for such young students, whose relevant skills are naturally less developed. It is, therefore, essential for students to develop self-regulation and autonomy skills that allow them to be agents and master their own learning process. Therefore, self-regulated learning is the result of the cyclical interaction of a set of behavioral, cognitive, motivational, and metacognitive processes, closely linked to optimized individual practice, which is decisive in developing technical, musical capabilities, and consequently, success in musical and instrumental learning. The present study is divided into two parts, with the first dedicated to Supervised Teaching Practice, involving the observation of a class ensemble and a singing student at Ourearte (School of Music and Arts of Ourém). The second part corresponds to the research study, in which an action research methodology was employed, with an emphasis on understanding all factors influencing the self-regulated learning process so that these can be encouraged and developed in the context of singing lessons. To better understand students' reality, a self-regulation and study habits questionnaire developed by Peter Miksza (2011) was administered to singing students from 5th to 9th grade at the music school where the Supervised Teaching Practice took place. Its analysis helped identify the weaknesses and difficulties these students face. Together with the literature review, it led to the development of a self-regulation tool designed to address these challenges. Thus, the Singing Study Diary was developed, grounded in the theoretical model of self-regulation, adapted to the reality of singing students, and applied to three basic education students over a period of 12 weeks. Its use and relevance were assessed at the end of the experience through a questionnaire comparing self-regulation skills and study habits before and after the diary, as well as through observation and analysis sheets. The results revealed that the practice diary can be a valuable tool for promoting selfregulation and autonomy skills, reflecting on study habits, and optimizing individual practice. This was corroborated by the students who admitted to identifying changes in their behavior,use the diary in the future. both in their approach to study and in their mastery of the instrument, expressing a desire to
Description
Dissertação apresentada à Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para obtenção do grau de Mestre em Ensino de Música – Instrumento e Música de Conjunto.
Keywords
Autorregulação Autonomia Estudo individual instrumental e vocal Diário de estudo Ensino e aprendizagem do canto Self-regulation Autonomy Instrumental and vocal practice Practice diary Singing teaching and learning