Educação musical em contexto: à procura de uma nova praxis

Autores/as

  • Graça Mota Escola Superior de Educação | Politécnico do Porto
  • Jorge Alexandre Costa Escola Superior de Educação | Politécnico do Porto
  • Anabela Leite Centro de Investigação em Psicologia da Música e Educação Musical (CIPEM)

DOI:

https://doi.org/10.26537/rmpe.v0i4.2418

Resumen

Este artigo é o resultado de urna primeira análise dos dados recolhidos no âmbito de um projecto de investigação subsidiado pela Fundação para a Ciência e Tecnologia (FCT).

Biografía del autor/a

Graça Mota, Escola Superior de Educação | Politécnico do Porto

(pianist, PhD in Psychology of Music, University of Keel, UK) has been engaged in music teacher education at the Music Department of the College of Education in the Polytechnic Institute in Porto, Portugal, for more than 25 years, while maintaining a regular activity as a pianist in a Piano duet with the pianist Nelly Santos Leite. Currently, she is Director of the CIPEM (Research Center in Psychology of Music and Music Education) that has been recently integrated in the INET-MD as the Polytechnic Institute in Porto’s branch. She is a member of the direction of INET-MD and coordinates de Research Group ‘Education and Music in the Community’. Graça’s research work is concerned with innovation in music education, musical practice and social inclusion, community music, and women in Philharmonic Bands. Recent publications include: “Crescer a tocar na orquestra Geração: contributos para a compreensão da relação entre música e inclusão social” (co-authored with João Teixeira Lopes, orgs.). Porto: Verso da História (2017); “Social inclusion and non-formal music learning—in the shadow of Venezuela’s El Sistema (co-authored with Geoff Baker, Beatriz Ilari, Susan O,Neill & Yaroslav Senyshyn. In S. O’Neill (Series Ed.) and R. Wright, B. A. Younker, & C. Beynon (Vol. Eds.), Research to practice: Vol. 7. 21st century music education: Informal learning and non-formal teaching approaches in school and community contexts (pp. 38-54). Waterloo, ON: Canadian Music Educators’ Association (2016); “Twenty five years of music teacher education in Portugal – revisiting history”. In Figueiredo, S.; Soares, J.: Schambeck, R. F.(orgs.), The preparation of music teachers: a Global Perspective. Florianópolis: UDESC (Grupo de Pesquisa Música e Educação), (2015); “A Educação Musical em Portugal: Uma história plena de contradições”. Debates – Cadernos do Programa de Pós-Graduação em Música, Centro de Letras e Artes, UNIRIO. Vol. 13, pp. 41 – 50 (2014); “Musical development and positive identity change within criminal justice settings (co-authored with J. Henley, & M. L. Cohen), In G. C. Beyens, M. A. Ramos, E. Zipane & T. Ophuysen (Eds.), Rethinking Education: Empowering Individuals with the Appropriate Educational Tools, Skills and Competencies, for their Active Cultural, Political and Economic Participation in Society in Europe and Beyond, 120-149. Brussels: Access to Culture Platform (2014); “Thorns and joys in creative collaboration: A project with music education and visual arts students” in M. S. Barrett (Ed.), Collaborative creative thought and practice in music, 221-238. Farnham, UK: Ashgate (2014); “Thirty years of music and drama education in the Madeira Island: facing future challenges” (co-authored with Liliana Abreu), International Journal of Research in Music Education, Vol. 32(3), pp. 360-37 (2014); “Music and drama in primary schools in the Madeira Island – narratives of ownership and leadership” (co-authored with Maria José Araújo), Music Education Research, Vol. 15, (3), pp. 275-289 (2013); “Initiating music programs in new contexts: in search of a democratic music education” (co-authored with Sergio Figueiredo) in G. McPherson and G. Welch (eds.), The Oxford Handbook of Music Education. Oxford: OUP (2012); “Voices of two young women – Listening to a growing selfhood” in M. S. Barrett & S. Stauffer (Eds.), Narrative Soundings: An anthology of narrative inquiry in music education. Dordrecht, the Netherlands: Springer (2012); “Music in higher education after the Bologna Treaty: Or, in search of a new educational culture” in C. Benedict & P. Schmidt (eds.), NSSE Yearbook, 111(1), pp. 112–132 (2012). At present, she integrates one of the evaluation teams of the Agency for Evaluation and Accreditation in Higher Education (A3ES). She was Chair of the Research Commission of the International Society for Music Education (ISME) and member elected to the ISME Board for the biennium 2014-2016.

Jorge Alexandre Costa, Escola Superior de Educação | Politécnico do Porto

Jorge Alexandre Costa has fulfilled is music studies in the Music Conservatory of Porto (1988), in the College of Music and Performing Arts of the Polytechnic Institute of Porto (1990) and in the Communication and Art Department of University of Aveiro (1995). In 2000 he has finished a Master in Educational Sciences at the Institute of Psychology and Educational Sciences of University of Minho (Portugal). In 2009 he has concluded a PhD in Sociology of Education at the Faculty of Psychology and Educational Sciences of University of Porto (Portugal). Currently he is lecturer in the Music Department of the College of Education of Porto Polytechnic Institute and member of the Scientific Committee of the College of Education of Porto Polytechnic Institute. He has been vice-president of the Executive Direction of the College of Education of Porto Polytechnic Institute between 2007 and 2008. He is member of CIPEM (Research Centre for Psychology of Music and Music Education) and part of the investigation team of several research projects sponsored by FCT (Foundation for Science and Technology from the Portuguese Ministry of Education). He is author and co-author of several projects aiming the divulgation of Portuguese composers’ works. He collaborates with the Culture Department of Matosinhos’ municipality in music programming since 2010.

Anabela Leite, Centro de Investigação em Psicologia da Música e Educação Musical (CIPEM)

Anabela Leite is graduated in Psychology and master in Psychology of Music by the University of Porto, Portugal. She also studied violin and singing in Porto Music Conservatoire. After finishing her graduation, the Fundation for the Science and Technology provided her a scholarship to participate in a research on music education at CIPEM (Research Centre for Psychology of Music and Music Education) in Porto, Portugal. She also gave some classes on the Psychology Department and on the Music Department at the School of Education of the Polytechnic Institute in Porto, Portugal. Since 2006, she works on the Education Service at Casa da Música (www.casadamusica.com) in Porto, Portugal, where she is education manager in different projects.

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Publicado

2002-01-10

Cómo citar

Mota, G., Costa, J. A., & Leite, A. (2002). Educação musical em contexto: à procura de uma nova praxis. Revista Música, Psicologia E Educação, (4), 67–83. https://doi.org/10.26537/rmpe.v0i4.2418

Número

Núm. 4 (2002): Revista Música, Psicologia e Educação

Sección

Articles

Licencia

Derechos de autor 2023 Graça Mota, Jorge Alexandre Costa, Anabela Leite

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.