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Advisor(s)
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito do Curso de Mestrado em Ensino de Dança, da Escola Superior de Dança, do Instituto Politécnico de Lisboa, e resultou de um estágio profissional desenvolvido no Ginasiano Escola de Dança, no ano letivo 2016 a 2017. A área de intervenção foi em Técnica de Dança Clássica, numa turma do 3º ano do Ensino Artístico Especializado (correspondente ao 7º ano do ensino geral). Neste estudo pretendeu-se explorar a autonomia na aprendizagem e analisar a sua relação com a motivação intrínseca e aprendizagens significativas.
A fundamentação teórica deste estudo teve por base a Teoria da Autodeterminação,
desenvolvida por Edward Deci e Richard Ryan, na qual a autonomia surge como uma das três
necessidades psicológicas básicas que necessitam de ser satisfeitas para que um indivíduo possa comprometer-se numa atividade volitivamente.
A metodologia aplicada foi a de Investigação-ação, utilizando vários instrumentos de recolha de dados a grelhas de observação, questionários e diários de bordo.
O estágio compreendeu diferentes fases: observação estruturada, participação acompanhada, lecionação e colaboração em outras atividades pedagógicas, nas quais as estratégias previamente delineadas foram implementadas de acordo com as atividades escolares e as necessidades da turma.
Após a análise e discussão dos resultados obtidos, concluiu-se que as estratégias implementadas desenvolveram a autonomia na aprendizagem. Verificou-se que esta pode levar a aprendizagens significativas, onde o professor desempenha um papel determinante na sua promoção e em que o seu processo exige tempo. A sua correlação com um aumento da motivação não foi possível de comprovar, sendo necessário um estudo mais aprofundado, para se obter conclusões mais específicas.
ABSTRACT - The present report was developed within the Curso de Mestrado em Ensino de Dança of the Escola Superior de Dança do Instituto Politécnico de Lisboa and was the result of a professional stage in the Ginasiano Escola de Dança, during the 2016/2017 school year. The area of intervention was Classical Dance Technique, in a thirdagrade class of the Ensino Artístico Especializado (corresponding to the 7th grade of the regular school). The goal of this study is to explore the autonomy in learning, and its relationship with intrinsic motivation and significative learning. The theoretical foundation of this study was based on SelfaDetermination Theory, developed by Edward Deci and Richard Ryan, in which autonomy is one of the three basic psychological needs that an individual requires to satisfy in order to engage in volitive activities. Using research-action methodology, a range of data collection tools a observation grids, questionnaires and logbooks a were applied. The internship was divided in four phases: structured observation, accompanied participation, teaching and collaboration in other pedagogical activities in which the previously outlined strategies were implemented accordingly with the school activities and class needs. After the analysis and discussion of the data, we concluded that the implemented strategies did improve autonomy in learning. Consequently it may lead to significative learning, where the teacher's role in autonomy promotion is determinant and where its process demands time. Its correlation with an increased motivation couldn't be measured since a deeper study is needed to obtain more specific conclusions.
ABSTRACT - The present report was developed within the Curso de Mestrado em Ensino de Dança of the Escola Superior de Dança do Instituto Politécnico de Lisboa and was the result of a professional stage in the Ginasiano Escola de Dança, during the 2016/2017 school year. The area of intervention was Classical Dance Technique, in a thirdagrade class of the Ensino Artístico Especializado (corresponding to the 7th grade of the regular school). The goal of this study is to explore the autonomy in learning, and its relationship with intrinsic motivation and significative learning. The theoretical foundation of this study was based on SelfaDetermination Theory, developed by Edward Deci and Richard Ryan, in which autonomy is one of the three basic psychological needs that an individual requires to satisfy in order to engage in volitive activities. Using research-action methodology, a range of data collection tools a observation grids, questionnaires and logbooks a were applied. The internship was divided in four phases: structured observation, accompanied participation, teaching and collaboration in other pedagogical activities in which the previously outlined strategies were implemented accordingly with the school activities and class needs. After the analysis and discussion of the data, we concluded that the implemented strategies did improve autonomy in learning. Consequently it may lead to significative learning, where the teacher's role in autonomy promotion is determinant and where its process demands time. Its correlation with an increased motivation couldn't be measured since a deeper study is needed to obtain more specific conclusions.
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança
Keywords
Autonomia Técnica de dança clássica Teoria da autodeterminação Motivação Autonomy Classical dance technique Self-determination theory Motivation