El sonido como rizoma
Hacia una Educación Musical que promueva la diferenciación y la pluralidade
DOI:
https://doi.org/10.25659/rpem.v1i151.45Palabras clave:
Educación Musical centrada en el Sonido, Infancia, Rizovocalidad, Inclusión, CreatividadResumen
Este artículo analiza el potencial de un enfoque de la educación musical centrado en el sonido para desarrollar itinerarios de aprendizaje diversos y plurales en contextos educativos no formales. El estudio se llevó a cabo mediante una investigación-acción colaborativa implementada en la asociación Sonoscopia, como parte de la fase exploratoria de un proyecto más amplio de seis años de duración. Los datos se recopilaron a lo largo de quince sesiones, durante los años escolares 2022/2023 y 2023/2024, e incluyeron observación participante, notas de campo, grabaciones de audio y vídeo, entrevistas en grupo con los niños y diversos artefactos creados por ellos.
Los resultados sugieren que este enfoque, cuando se centra en una actitud abierta y creativa, abre un espacio para que cada niño moldee un camino único y singular, idiossincrático con sus intereses y experiencias previas, pero libre para recorrer otros caminos, en una postura que aleja los prejuicios sobre lo que puede o no considerarse musicalmente válido.
El artículo reflexiona críticamente sobre las implicaciones pedagógicas de este enfoque en contextos formales e no formales de aprendizaje y desarrolla una postura crítica que puede ir más allá de la investigación ya realizada en este campo tan específico.
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Derechos de autor 2025 Revista Portuguesa de Educación Musical
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Esta obra está bajo licencia Creative Commons Atribución 4.0 Internacional.
