Contributo da formação musical no desempenho académico e cognitivo de crianças e adolescentes

Uma revisão sistemática

Autores

  • Susana Azevedo ICS da Universidade Católica de Lisboa
  • Joana Rato Universidade Católica Portuguesa
  • Alexandre Castro Caldas

DOI:

https://doi.org/10.21814/rpe.18506

Palavras-chave:

Formação musical, Desempenho académico, Competências matemáticas, Desenvolvimento cognitivo

Resumo

Esta revisão sistemática teve como objetivo analisar a literatura recente acerca da influência que o estudo da música pode exercer no desempenho académico em geral e na matemática; nas funções cognitivas; e na plasticidade cerebral. A revisão inclui estudos publicados entre 2007 e 2017, nas bases de dados PubMed e Complementary Index, Academic Search Complete, Education Source, Psychology and Behavioral Sciences Collection e Science Direct, utilizando o descritor musical training, combinado com descritores ligados ao desempenho académico em geral e na matemática, academic achievement, mathematics e academic development, e desenvolvimento cognitivo, brain development e cognitive development. Os estudos foram selecionados de acordo com os seguintes critérios: estudos (i) publicados em jornais científicos revistos por pares, (ii) com crianças e adolescentes até aos 18 anos; (iii) que incluíram o treino musical nas suas componentes teórica e/ou instrumental. A relação entre a formação musical e o desempenho académico em geral e a matemática mostrou-se inconsistente, não existindo consenso na literatura acerca dos benefícios da primeira sobre a segunda. Foram encontrados benefícios cognitivos e evidências para a plasticidade cerebral estrutural, induzida pelo treino musical na primeira infância, tendo em consideração as diferenças encontradas no volume de massa cinzenta.

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Publicado

2020-12-30

Como Citar

Azevedo, S., Rato, J., & Caldas, A. C. (2020). Contributo da formação musical no desempenho académico e cognitivo de crianças e adolescentes: Uma revisão sistemática. Revista Portuguesa De Educação, 33(2), 116–135. https://doi.org/10.21814/rpe.18506

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