DOI: https://doi.org/10.7203/LEEME.46.17764

Cuando el barrio educa: aprendizaje situado y creación artística colaborativa como herramienta en la formación musical del futuro docente


Resumen


Este estudio describe y analiza una acción artístico-pedagógica en el ámbito de la formación inicial de docentes y desarrollada en un barrio desfavorecido de Palma de Mallorca, España. Participaron 65 estudiantes del Grado de Maestro de Educación Primaria en la asignatura de Música y 3 músicos expertos, responsables de diseñar e implementar la acción. A través de una metodología cualitativa de tipo descriptivo-interpretativo, los resultados muestran: 1) algunas características que determinaron el diseño de la acción como son el aprendizaje situado, la colaboración, la creatividad y el compromiso con la realidad social del barrio; y 2) aspectos emergentes a partir de las valoraciones de los participantes relacionados con las dimensiones metodológica, creativa y social. Las conclusiones sugieren que este tipo de acciones son una oportunidad en la formación, tanto disciplinar como pedagógica, de los futuros docentes, sean estos generalistas o especialistas de Música. Es necesario continuar indagando sobre estrategias docentes que les ayude a poner en práctica experiencias artísticas contextualizadas desde un enfoque creativo y colaborativo.


Palabras clave


formación inicial; educación musical; creatividad; aprendizaje situado

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