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Advisor(s)
Abstract(s)
É objectivo do relatório abordar a importância do poema musical no ensino
secundário. Esta abordagem será efectuada sob o ponto de vista do papel didáctico e
formativo que a música, mais concretamente o poema musical, pode exercer no ensino da
filosofia.
Esta reflexão tem como suporte fundamental os actuais programas de filosofia do
10º e 11º ano de escolaridade, com o objectivo principal de ir ao encontro da realidade actual
das nossas escolas e alunos, por um lado, e a realidade dos actuais programas de filosofia, por
outro. Ao longo da investigação deste problema apercebi-me que música e filosofia estão
ligadas, diria mesmo que estabelecem entre si uma relação simbiótica. A diversidade dos
temas que ambas podem abordar não impossibilitou estabelecer uma relação entre ambas. A
relação e aproximação das duas disciplinas foi estabelecida, indo assim ao encontro daquilo
que o programa de filosofia do ensino secundário prevê na sua 4.ª alínea, da metodologia:
princípios, sugestões e recursos (Fernanda Henriques, 2001), isto é, proporcionar a
diversificação das estratégias do professor na sala de aula, permitindo um tipo de aula
centrada no aluno, proporcionando, também, um papel activo ao professor.
Com o estudo que foi realizado na turma e na análise aos resultados do inquérito
pós-teste ficou demonstrado que o trabalho em torno do poema musical enriqueceu o ensino
da filosofia na turma onde o estudo foi desenvolvido.
The aim of the report address the importance of the musical poem in high school. This approach will be made from the point of view of teaching and training role that music, specifically the musical poem, can play in the teaching of philosophy. This reflection had the fundamental support of the current philosophy programs of the 10º and 11º school years, with the main objective to meet the actual reality of our schools and students by one hand and the reality of the current philosophy programs on the other hand. Throughout the investigation of this issue I realised that music and philosophy are connected, I would say that they establish between them a symbiotic relationship. The themes diversity that both may approach didn’t make impossible to establish a relationship between the two. The relationship and approximation of the two disciplines was established, meeting what the philosophy program of the secondary teaching foresees in his 4th paragraph, the one of the “methodology: principles, sugestions and resources” (Fernanda Henriques, 2001). Was provided the strategies diversification of the teacher in the class room, allowing a type of class focused on the student, also providing the teacher an active role. With the sudy case that was accomplished in a 11th year class, it was demonstrated in the results analisys of the post test inquiry that the musical poem analisys contributed to the philosophy teaching, in the class where the study was accomplished.
The aim of the report address the importance of the musical poem in high school. This approach will be made from the point of view of teaching and training role that music, specifically the musical poem, can play in the teaching of philosophy. This reflection had the fundamental support of the current philosophy programs of the 10º and 11º school years, with the main objective to meet the actual reality of our schools and students by one hand and the reality of the current philosophy programs on the other hand. Throughout the investigation of this issue I realised that music and philosophy are connected, I would say that they establish between them a symbiotic relationship. The themes diversity that both may approach didn’t make impossible to establish a relationship between the two. The relationship and approximation of the two disciplines was established, meeting what the philosophy program of the secondary teaching foresees in his 4th paragraph, the one of the “methodology: principles, sugestions and resources” (Fernanda Henriques, 2001). Was provided the strategies diversification of the teacher in the class room, allowing a type of class focused on the student, also providing the teacher an active role. With the sudy case that was accomplished in a 11th year class, it was demonstrated in the results analisys of the post test inquiry that the musical poem analisys contributed to the philosophy teaching, in the class where the study was accomplished.
Description
Keywords
Filosofia - Ensino Poema musical - Filosofia - Ensino Música - Aspectos histórico-filosóficos Música - Filosofia - Ensino secundário
Citation
Publisher
Universidade da Beira Interior