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A música como coadjuvante no desenvolvimento da linguagem
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O presente relatório resulta de um trabalho desenvolvido aquando do estágio curricular no 1.º CEB, no ano letivo de 2024/2025, numa turma mista de 3.º e 4.º anos. A partir de um período de observação inicial, foram identificados alguns entraves à aprendizagem e socialização por parte de alguns alunos, provocados por uma comunicação deficitária, resultante de problemas de linguagem. Assim, ao longo de onze propostas (essencialmente) musicais, foi realizado o acompanhamento de um dos alunos com o principal objetivo de avaliar de que forma a Música poderia ser utilizada como instrumento de desenvolvimento da linguagem. Assente numa base investigativa qualitativa – estudo de caso e investigação-ação – procedeu-se à observação direta participada como principal instrumento de recolha de dados. O envolvimento, comprometimento, empenho e colaboração de todos os alunos revelou-se crucial para o sucesso desta implementação. Os resultados apontaram melhorias a nível da articulação verbal, na participação e no envolvimento do aluno nas atividades e no quotidiano escolar. Conclui-se que a Música – mesmo que muitas vezes negligenciada em sala de aula – se revela um recurso pedagógico essencial para o desenvolvimento holístico dos indivíduos e constitui-se como uma ferramenta eficaz a nível inclusivo e de desenvolvimento da linguagem.
This report is the result of work carried out during a teaching internship in the 1st Cycle of Basic Education (CEB), in the 2024/2025 academic year, in a mixed-age class of 3rd and 4th graders. Following an initial observation period, some barriers to learning and socialization were identified among some students, caused by deficient communication resulting from language problems. Thus, over the course of eleven (essentially) musical proposals, one of the students was monitored with the main objective of assessing how music could be used as a tool for language development. Based on a qualitative research Foundation — a case study and action-research — direct participatory observation was used as the main data collection instrument. The involvement, commitment, dedication, and collaboration of all students proved crucial to the success of this implementation. The results pointed to improvements in verbal articulation, participation, and the student's involvement in activities and everyday school life. It is concluded that music—even though it is often neglected in the classroom—is revealed to be an essential pedagogical resource for the holistic development of individuals and constitutes an effective tool for inclusion and language development.
This report is the result of work carried out during a teaching internship in the 1st Cycle of Basic Education (CEB), in the 2024/2025 academic year, in a mixed-age class of 3rd and 4th graders. Following an initial observation period, some barriers to learning and socialization were identified among some students, caused by deficient communication resulting from language problems. Thus, over the course of eleven (essentially) musical proposals, one of the students was monitored with the main objective of assessing how music could be used as a tool for language development. Based on a qualitative research Foundation — a case study and action-research — direct participatory observation was used as the main data collection instrument. The involvement, commitment, dedication, and collaboration of all students proved crucial to the success of this implementation. The results pointed to improvements in verbal articulation, participation, and the student's involvement in activities and everyday school life. It is concluded that music—even though it is often neglected in the classroom—is revealed to be an essential pedagogical resource for the holistic development of individuals and constitutes an effective tool for inclusion and language development.
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Música e linguagem Prática pedagógica Estudo de caso 1.º Ciclo do Ensino Básico Music and language Pedagogical practice Case study 1st Cycle of Basic Education