Aportes de la educación musical a las y los estudiantes con necesidades educativas especiales: un estudio de caso de un egresado de la carrera de Educación Musical de la Universidad Andrés Bello en la “Escuela Especial de Desarrollo” de la comuna La Reina, Santiago de Chile
Cargando...
Archivos
Fecha
2019
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio pretende analizar la concordancia entre la formación profesional de un profesor de música y las estrategias utilizadas para favorecer el aprendizaje de estudiantes en situación de discapacidad intelectual que asisten a un establecimiento especial. Esto se desarrolló desde agosto hasta noviembre del 2018.
Se han tomado en cuenta las disciplinas que convergen en torno a la Educación Especial, tales como la Terapia Ocupacional, la Psicopedagogía, la Educación Diferencial, la Educación Musical y la Musicoterapia. También, se consideraron las legislaciones y normativas que rigen este sistema educativo.
Esto se sustentó en un paradigma constructivista, con una metodología de carácter cualitativa. Se aplicó una entrevista en profundidad y se observaron clases impartidas por el docente de este estudio de caso.
A partir de la triangulación de los resultados obtenidos, es posible inferir que los y las docentes de Educación Musical no poseen las estrategias suficientes para desenvolverse en un contexto educativo especial, específicamente por parte de la formación académica, sino que es resultado de la intuición y experiencia pedagógica personal de cada docente.
A modo de conclusión, se ha invitado a seguir investigando la incidencia de la Educación Musical en la Educación Especial, con el fin de crear una red de conocimientos compartidos en torno a esta temática. Además, se ha hecho una propuesta que se espera, sirva de apoyo pedagógico para quién la requiera
The following study analyzes the relation between the professional training of a music professor and the strategies used to encourage student learning in a situation of intellectual disability in a special establishment. This study was performed between August and November 2018. The relevant disciplines that converge around Special Education have been taken into account in this study, such as occupational therapy, psycho pedagogy, differential education, musical education and music therapy. The legislation and norms that govern the educational system, have been considered. This study was carried out with a constructivist paradigm and with a qualitative methodology. The case study includes an in-depth interview and observations of the teacher in the classroom. Throughout the triangulation of the results obtained, conclude that teachers of musical education do not have the sufficient strategies to perform in a context of special educative needs. Specifically, these strategies are absent from academic formation, but result from the intuition and pedagogic experience of each teacher. In conclusion, there is an invitation to continue researching the incidence of music education on special education, with the goal of creating a network of shared knowledge around this topic. In addition, a proposal has been made that is expected to serve as pedagogical support for whoever may require it.
The following study analyzes the relation between the professional training of a music professor and the strategies used to encourage student learning in a situation of intellectual disability in a special establishment. This study was performed between August and November 2018. The relevant disciplines that converge around Special Education have been taken into account in this study, such as occupational therapy, psycho pedagogy, differential education, musical education and music therapy. The legislation and norms that govern the educational system, have been considered. This study was carried out with a constructivist paradigm and with a qualitative methodology. The case study includes an in-depth interview and observations of the teacher in the classroom. Throughout the triangulation of the results obtained, conclude that teachers of musical education do not have the sufficient strategies to perform in a context of special educative needs. Specifically, these strategies are absent from academic formation, but result from the intuition and pedagogic experience of each teacher. In conclusion, there is an invitation to continue researching the incidence of music education on special education, with the goal of creating a network of shared knowledge around this topic. In addition, a proposal has been made that is expected to serve as pedagogical support for whoever may require it.
Notas
Tesis (Profesor de Educación Musical para la Educación Preescolar y Básica, Licenciado en Educación)
Palabras clave
Integración Escolar, Educación Inclusiva, Educación Musical, Chile, La Reina