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Authors
Advisor(s)
Abstract(s)
O presente Relatório insere-se no âmbito do Mestrado em Ensino de Dança, da Escola
Superior de Dança do Instituto Politécnico de Lisboa, e visa a conclusão deste ciclo de
estudos. O estágio decorreu na Academia de Música de Vilar do Paraíso, com uma turma do
8º ano de escolaridade do Ensino Básico, correspondente ao 4º ano no contexto do Ensino
Artístico Especializado, no ano letivo de 2024/2025. O projeto consistiu na aplicação de
medidas universais e seletivas de suporte à aprendizagem, no contexto da Técnica de Dança
Clássica, com o objetivo de promover melhorias técnicas e performativas em alunas com
Perturbação de Hiperatividade e Défice de Atenção, fomentando práticas pedagógicas
inclusivas, sensíveis a diversidade do grupo.
O plano de ação foi desenvolvido entre janeiro e maio, com base na metodologia de
investigação-ação, contemplando as fases de observação, lecionação acompanhada e
lecionação autónoma. A recolha de dados foi realizada através de observação direta, registo
em diário de bordo, inquérito por questionário com respostas abertas, focus group e registos
audiovisuais. A turma era composta por nove alunas, das quais duas apresentavam
diagnóstico de Perturbação de Hiperatividade e Défice de Atenção , o que implicou um
planeamento didático ajustado às suas necessidades.
A implementação das estratégias diferenciadas contribuiu para a melhoria do
desempenho técnico, da expressividade e do envolvimento das aulas nas atividades propostas.
Os resultados evidenciam a importância de uma prática pedagógica inclusiva, com docentes
informados e responsivos no contexto do ensino artístico especializado.
Abstract -This report is part of the Master’s Degree in Dance Teaching at the Escola Superior de Dança of the Polytechnic Institute of Lisbon and aims to fulfill the requirements for completion of this cycle of studies. It took place in Academia de Música de Vilar do Paraíso, with an 8th grade class of Basic Education, corresponding to the 4th year in the context of Specialized Artistic Education, during the 2024/2025 academic year. The project consisted of applying universal and selective learning support measures within the context of Classical Dance Technique, with the goal of promoting technical and performative improvements in students with Attention Deficit Hyperactivity Disorder (ADHD), fostering inclusive pedagogical practices that are sensitive to the group’s diversity. The action plan was developed between january and may, based on the action-research methodology, and included the phases of observation, guided teaching, and autonomous teaching. Data collection was carried out through direct observation, entries in a logbook, open-ended questionnaires, focus groups, and audiovisual recordings. The class had nine female students, two of whom had a diagnosed case of ADHD, which required a teaching plan adjusted to their needs. The implementation of differentiated strategies contributed to improvements in technical performance, expressiveness, and student engagement in the proposed activities. The results highlight the importance of inclusive pedagogical practices, with informed and responsive teachers within the context of specialized artistic education
Abstract -This report is part of the Master’s Degree in Dance Teaching at the Escola Superior de Dança of the Polytechnic Institute of Lisbon and aims to fulfill the requirements for completion of this cycle of studies. It took place in Academia de Música de Vilar do Paraíso, with an 8th grade class of Basic Education, corresponding to the 4th year in the context of Specialized Artistic Education, during the 2024/2025 academic year. The project consisted of applying universal and selective learning support measures within the context of Classical Dance Technique, with the goal of promoting technical and performative improvements in students with Attention Deficit Hyperactivity Disorder (ADHD), fostering inclusive pedagogical practices that are sensitive to the group’s diversity. The action plan was developed between january and may, based on the action-research methodology, and included the phases of observation, guided teaching, and autonomous teaching. Data collection was carried out through direct observation, entries in a logbook, open-ended questionnaires, focus groups, and audiovisual recordings. The class had nine female students, two of whom had a diagnosed case of ADHD, which required a teaching plan adjusted to their needs. The implementation of differentiated strategies contributed to improvements in technical performance, expressiveness, and student engagement in the proposed activities. The results highlight the importance of inclusive pedagogical practices, with informed and responsive teachers within the context of specialized artistic education
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança
Keywords
Perturbação da hiperatividade e défice de atenção Medidas de suporte à aprendizagem Técnica de dança clássica Attention deficit hyperactivity disorder Learning support measures Classical dance technique