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Authors
Advisor(s)
Abstract(s)
O relatório de estágio que aqui se apresenta está inserido no âmbito do Curso de
Mestrado em Ensino de Dança (6ª Edição), pela Escola Superior de Dança – Instituto
Politécnico de Lisboa.
O estágio foi realizado sobre a temática da metacognição e autorregulação no contexto
das aulas de técnica de dança contemporânea, com alunos de 2º ano, do Conservatório
Regional do Baixo Alentejo. Pretendeu-se identificar e promover estratégias metacognitivas e
aprendizagens autorreguladas nos alunos, nas aulas de técnica de dança contemporânea.
Utilizamos uma metodologia de investigação qualitativa com base no processo da
investigação-ação. O estágio decorreu durante o ano letivo 2017/2018 e foi dividido em
quatro etapas importantes: observação estruturada, lecionação partilhada, lecionação
autónoma e participação noutras atividades da escola cooperante. A nossa recolha de dados
foi realizada nas diferentes etapas utilizando como instrumentos e técnicas para a recolha de
dados: grelhas de observação, diários de bordo e vídeo-gravação.
Consideramos que este foi um processo de trabalho que conseguiu enriquecer todas as
pessoas envolvidas (mestranda, alunas e professora cooperante). Foi bastante gratificante
poder realizar esta troca de ideias, de conhecimentos e de experiências profissionais e
pedagógicas durante este período de trabalho. Desta forma, consideramos que conseguimos
alcançar os nossos resultados mais desejados. Esperamos com isto, que futuramente as alunas
continuem a desenvolver este tipo de trabalho consciente, com participação ativa e
responsável nas suas aprendizagens, tornando-se desta forma alunas autónomas no processo
de ensino e aprendizagem.
ABSTRACT - The intership report presented here is part of the Master’s Course in Dance Teaching (6th Edition), by the Escola Superior de Dança – Instituto Politécnico de Lisboa. The stage was held on the subject of metacognition and self-regulation in the context of the classes of contemporary dance technique, with students of 2nd year, of the Conservatório Regional do Baixo Alentejo. The aim was to identify and promote metacognitive strategies and self-regulated learning in students, in contemporary dance technique classes. We use a qualitative research methodology based on the action-research process. It took place during a school year divided in four important stages: structured observation, shared teaching, autonomous teaching and participation in other activities of the cooperating school. Our data collection was performed in the different stages using as instruments and techniques for data collection: observation grids, logbooks and video-recording. We consider that this was a work process that managed to enrich both the people involved (master’student, students and cooperating teacher). It was very gratifying to be able to carry out this exchange of ideas, knowledge and professional and pedagogical experiences during this period of work. In this way, we believe that we have achieved our most desired results. We hope that, in the future, the students will continue to develop this kind of conscious work, with active and responsible participation in their learning, thus becoming autonomous students in the process of teaching and learning.
ABSTRACT - The intership report presented here is part of the Master’s Course in Dance Teaching (6th Edition), by the Escola Superior de Dança – Instituto Politécnico de Lisboa. The stage was held on the subject of metacognition and self-regulation in the context of the classes of contemporary dance technique, with students of 2nd year, of the Conservatório Regional do Baixo Alentejo. The aim was to identify and promote metacognitive strategies and self-regulated learning in students, in contemporary dance technique classes. We use a qualitative research methodology based on the action-research process. It took place during a school year divided in four important stages: structured observation, shared teaching, autonomous teaching and participation in other activities of the cooperating school. Our data collection was performed in the different stages using as instruments and techniques for data collection: observation grids, logbooks and video-recording. We consider that this was a work process that managed to enrich both the people involved (master’student, students and cooperating teacher). It was very gratifying to be able to carry out this exchange of ideas, knowledge and professional and pedagogical experiences during this period of work. In this way, we believe that we have achieved our most desired results. We hope that, in the future, the students will continue to develop this kind of conscious work, with active and responsible participation in their learning, thus becoming autonomous students in the process of teaching and learning.
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança
Keywords
Metacognição Autorregulação Adolescência Aprendizagem na dança Papel do professor Metacognition Self-regulation Adolescence Learning in dance Role of the teacher