<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000200144</article-id>
<article-id pub-id-type="doi">10.21814/rpe.22282</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Evocando elementos extramusicais do Minho na aula de piano: Repertório contemporâneo português em contexto]]></article-title>
<article-title xml:lang="en"><![CDATA[Evoking extra-musical elements from Minho in the piano lesson: Contemporary Portuguese repertoire in context]]></article-title>
<article-title xml:lang="fr"><![CDATA[Évoquant des éléments extramusicaux du Minho dans le cours de piano: Répertoire contemporain portugais en contexte]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonte]]></surname>
<given-names><![CDATA[Vera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pipa]]></surname>
<given-names><![CDATA[Luís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Artística de Dança do Conservatório Nacional  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho Centro de Estudos Humanísticos ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>144</fpage>
<lpage>160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000200144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000200144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000200144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O projeto que se apresenta propôs-se a explorar os efeitos do recurso a elementos extramusicais do Minho na abordagem pedagógica de repertório contemporâneo português, numa escola de música de ensino artístico especializado localizada nessa região. A fim de evitar a descontextualização da escola de música, alheia ao seu local e ao seu tempo, o projeto procurou aliar o europeu, o nacional e, sobretudo, o local, por entre sonoridades vanguardistas contextualizadas pelos significados extramusicais que lhes serviram de inspiração. Combinando metodologias de investigação-ação e estudo de caso, o projeto envolveu a observação detalhada do processo de aprendizagem de peças evocativas de elementos extramusicais minhotos do compositor contemporâneo português Amílcar Vasques-Dias, por dois alunos de piano do ensino secundário. A metodologia incluiu (1) a análise musical das peças focada nos elementos extramusicais, para a fase do planeamento; e (2) aulas centradas no cruzamento entre o musical e o extramusical e ainda um concerto final, para a fase da intervenção. Os resultados indicaram que os elementos extramusicais promoveram a &#8216;compreensão&#8217; (ou apreciação) da linguagem musical contemporânea por parte dos alunos intervencionados, desempenhando assim uma função de mediação técnica, interpretada segundo Albèra (2007). Ademais, contribuíram para a melhoria de aspetos técnicos, interpretativos e expressivos. Por outro lado, o recurso a estes elementos ajudou a promover a valorização da cultura regional, tendo ocorrido inclusivamente um caso de contextualização curricular, em que os elementos minhotos se aproximaram das vivências pessoais da aluna.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present case study aimed to explore the possible advantages of using extra-musical elements from the region of Minho in the pedagogical approach of contemporary Portuguese repertoire, in an official music school located in that region. To avoid the decontextualization of the music school, the project aimed to unite the European element to the national element and, above all, to the local element, through modern sounds contextualized by the extra-musical meanings which inspired the composition. Following an action research framework, two participant students of the secondary level were asked to study musical pieces, which evocated elements from Minho, of the contemporary Portuguese composer Amílcar Vasques-Dias. Combined with case study methodologies, the project involved a detailed observation of the learning process of those musical pieces. The methodology included: (1) a musical analysis focused on extra-musical elements and (2) an action implementation, with classes focused on the establishment of bridges between the musical and the extra-musical elements and a final concert. The results indicated that the extra-musical elements promoted the 'understanding' (or appreciation) of contemporary musical language, thus playing a role of technical mediation, interpreted according to Albèra (2007). Besides, they contributed to the improvement of several performative aspects, at the technical and musical levels. On the other hand, the use of these elements helped to promote the local culture. In one case, those elements were familiar to the student's personal experiences, constituting thus an example of curricular contextualization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'étude de cas présentée a eu pour but d'explorer les avantages possibles de l'utilisation d'éléments extramusicaux de la región du Minho dans l'approche pédagogique du répertoire portugais contemporain, dans une école officielle de musique située dans cette région. Afin d'éviter la décontextualisation de l'école de musique, étrangère à son lieu et à son époque, le projet a cherché à unir l'européen, le national et surtout le local, entre sonorités modernes contextualisés par les significations extramusicales qui ont servi d'inspiration à la composition. Dans un cadre de recherche-action, il a été demandé à deux élèves du secondaire d&#8217;étudier des pièces pour piano évocatrices d'éléments du Minho du compositeur portugais contemporain Amílcar Vasques-Dias. Combiné avec des méthodologies d'étude de cas, le projet a impliqué une observation détaillée du processus d'apprentissage de ces pièces musicales. La méthodologie a compris (1) une analyse musicale axée sur des éléments extramusicaux, pour la planification et (2) des cours basés sur l'intersection entre le musical et l&#8217;extramusical et un concert final, pour l'intervention. Les résultats ont indiqué que les éléments extramusicaux ont favorisé la «compréhension» (ou l'appréciation) du langage musical contemporain chez les étudiants interventionnels, jouant ainsi un rôle de médiation technique, interprété selon Albèra (2007). De plus, ils ont contribué à l'amélioration des aspects techniques, interprétatifs et expressifs. D'autre part, l'utilisation de ces éléments a contribué à promouvoir l'appréciation de la culture régionale. Enfin, les éléments du Minho se sont rapprochés des expériences personnelles de l&#8216;une des étudiants, constituant ainsi un cas de contextualisation curriculaire.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Repertório contemporâneo português]]></kwd>
<kwd lng="pt"><![CDATA[referências extramusicais]]></kwd>
<kwd lng="pt"><![CDATA[significado cultural]]></kwd>
<kwd lng="pt"><![CDATA[currículo contextualizado]]></kwd>
<kwd lng="pt"><![CDATA[metáfora no ensino.]]></kwd>
<kwd lng="en"><![CDATA[Contemporary Portuguese repertoire]]></kwd>
<kwd lng="en"><![CDATA[extra-musical references]]></kwd>
<kwd lng="en"><![CDATA[cultural meaning]]></kwd>
<kwd lng="en"><![CDATA[curricular contextualization]]></kwd>
<kwd lng="en"><![CDATA[metaphor in teaching.]]></kwd>
<kwd lng="fr"><![CDATA[Répertoire contemporain portugais]]></kwd>
<kwd lng="fr"><![CDATA[références extramusicales]]></kwd>
<kwd lng="fr"><![CDATA[signification culturelle]]></kwd>
<kwd lng="fr"><![CDATA[contextualisation curriculaire]]></kwd>
<kwd lng="fr"><![CDATA[métaphore dans l&#8217;enseignement.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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