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Advisor(s)
Abstract(s)
O presente Relatório de Estágio insere-se no contexto do Curso de Mestrado em Ensino
de Dança da Escola Superior de Dança, do Instituto Politécnico de Lisboa para finalizar o ciclo
de estudos. Foi realizado no Ginasiano Escola de Dança, (GED), no ano letivo de 2020/2021,
enquadrado na disciplina de Técnicas de Dança, mais especificamente em Técnica de Dança
Contemporânea, (TDCon) e Repertório, (Rep).
Durante o estágio pretendeu-se desenvolver A Construção da Relação Pedagógica no
Envolvimento e Desempenho dos alunos do 4º ano do Curso Artístico Especializado de Dança,
potenciado pelo desenvolvimento de um processo ensino-aprendizagem dinâmico,
comunicativo, eficiente e eficaz, com vista a um sucesso consciente dos alunos que permitisse
também, e ao mesmo tempo, um melhor conhecimento pessoal e como professora, de modo a
potenciar a capacidade de comunicar com asserção e de obter resultados positivos na relação
professor/aluno.
O projeto foi pensado, planeado e desenvolvido – consideradas as características dos
alunos no contexto de implementação do estágio – tendo como objetivo a otimização das
metodologias no processo de Criação e Composição Coreográfica de forma a promover a
relação pedagógica com a criação própria como estímulo base. Analisou-se o modo como o
processo ensino-aprendizagem pode ser caracterizado por uma relação pedagógica e educativa
em que o professor e os alunos se conhecem, se respeitam e se envolvem conscientemente na
construção da aprendizagem, porque todos são agentes dessa construção; não é só, nem
sobretudo, o professor que ensina, são também os alunos que auto aprendem na descoberta do
significado do saber e na criação de conhecimentos novos.
Na implementação do estágio recorreu-se à metodologia de Investigação-Ação com os
instrumentos de dados utilizados designadamente, a observação, o diário de bordo e a vídeogravação,
assim como, foi também elaborado um questionário aos alunos de onde se pode
verificar que os alunos entenderam o significado e a utilidade da motivação e do envolvimento para uma boa relação pedagógica e uma entrevista informal à professora titular.
A linha ténue de conseguir criar uma boa relação pedagógica e manter os alunos com
um envolvimento e desempenho rigorosos, indispensáveis à prática de técnica de dança é,
necessariamente, subtil, mas o equilíbrio prevaleceu entre os interesses dos alunos e os da
professora, tendo sido atingidos os objetivos propostos.
ABSTRACT -This Internship Report was prepared within the Master's Course in Dance Teaching by Escola Superior de Dança of the Instituto Politénico de Lisboa for completion of the study cycle. The internship was held at Ginasiano Escola de Dança, (GED), in the academic year 2020/2021, within the discipline of Dance Techniques, specifically within Contemporary Dance Technique, (TDCon) and Repertoire, (Rep). During the internship, the intention was to develop The Construction of the Pedagogical Relationship in the Engagement and Performance of the 4th year students of the Specialized Artistic Course in Dance, enhanced by the development of a dynamic, communicative, efficient and effective teaching-learning process, in order to achieve students conscious success and also to allow a better personal knowledge as a teacher, maximizing the ability to communicate assertively and obtain positive results in the teacher/student relationship. The project was designed, planned, and developed – considering students characteristics within the context of the internship implementation – aiming to optimize the methodologies in the Choreographic Creation and Composition process, in order to promote the pedagogical relationship, with self-creation as a base stimulus. We studied how the dance teaching-learning process can be characterized by a pedagogical and educational relationship in which teacher and students know and respect each other, and are consciously involved in the learning construction process, once both are agents of this construction; not the only nor the most important agent in the teaching process, students also self-learn discovering the significance of knowledge and of creating new knowledge. The implementation of the internship was based on a Research-Action methodology, using data instruments, namely, observation, logbooks, and video, as well as a student’s inquiry through which was possible to verify that students understood the meaning and value of the motivation and the engagement, in order to achieve a good pedagogical relationship, and an informal interview with the head teacher. There is a fine line defining the establishment of a good pedagogical relationship and being able to keep rigorous engagement and execution of the students, indispensable to the practice of dance technique, but balance prevailed between the students and teacher interests, having been achieved the intended objectives.
ABSTRACT -This Internship Report was prepared within the Master's Course in Dance Teaching by Escola Superior de Dança of the Instituto Politénico de Lisboa for completion of the study cycle. The internship was held at Ginasiano Escola de Dança, (GED), in the academic year 2020/2021, within the discipline of Dance Techniques, specifically within Contemporary Dance Technique, (TDCon) and Repertoire, (Rep). During the internship, the intention was to develop The Construction of the Pedagogical Relationship in the Engagement and Performance of the 4th year students of the Specialized Artistic Course in Dance, enhanced by the development of a dynamic, communicative, efficient and effective teaching-learning process, in order to achieve students conscious success and also to allow a better personal knowledge as a teacher, maximizing the ability to communicate assertively and obtain positive results in the teacher/student relationship. The project was designed, planned, and developed – considering students characteristics within the context of the internship implementation – aiming to optimize the methodologies in the Choreographic Creation and Composition process, in order to promote the pedagogical relationship, with self-creation as a base stimulus. We studied how the dance teaching-learning process can be characterized by a pedagogical and educational relationship in which teacher and students know and respect each other, and are consciously involved in the learning construction process, once both are agents of this construction; not the only nor the most important agent in the teaching process, students also self-learn discovering the significance of knowledge and of creating new knowledge. The implementation of the internship was based on a Research-Action methodology, using data instruments, namely, observation, logbooks, and video, as well as a student’s inquiry through which was possible to verify that students understood the meaning and value of the motivation and the engagement, in order to achieve a good pedagogical relationship, and an informal interview with the head teacher. There is a fine line defining the establishment of a good pedagogical relationship and being able to keep rigorous engagement and execution of the students, indispensable to the practice of dance technique, but balance prevailed between the students and teacher interests, having been achieved the intended objectives.
Description
Keywords
Construção pedagógica Ensino-aprendizagem Empatia Envolvimento Pedagogical construction Teaching-learning Empathy Involvement
Citation
Albuquerque, A. S. (2021). A construção da relação pedagógica no envolvimento e desempenho dos alunos do 4º ano do curso artístico especializado do Ginasiano Escola de Dança (Dissertação de Mestrado)
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Dança