El fortalecimiento del desarrollo emocional y convivencial de los niños y las niñas, a partir de la música como recurso pedagógico

Abstract

The school environment is a fundamental part of childhood, in it, individual changes and understandings are generated concerning the dimensions of human development; among them, emotional development, coexistence and learning processes taken as a central point in this research. In the pedagogical scenario, a place that establishes the path to knowledge, students, teachers, practices and curriculum actively converge. Making it necessary to modify in the teacher the notion of student, teaching and learning based on the new notions of childhood and the current pedagogical currents; assuming significant learning and invisible pedagogies as disruptors and innovators through different resources, including music. For these reasons, the present research observed, analyzed and investigated how music being a pedagogical resource grants the creation of emotional, coexistence and cognitive strengthening areas. The main contribution was aimed at making viable and proposing transformation methods and strategies within the classroom. The methodological perspective was made from a qualitative approach, making use of investigation action in the classroom, relating subjective realities and problem question: In what way does music as a pedagogical resource contribute to strengthening the emotional development and school coexistence of boys and girls of the 301 course, morning session, B headquarters, Colegio Instituto Técnico Industrial Francisco José de Caldas. 11 The techniques and instruments for collecting information were: participant observation, semi-structured interview, workshops, photographic and audiovisual record. Relevant findings were: expression of emotions, conflict management and new forms of learning through the use of music as a disruptive resource that allowed strengthening expression, critical thinking, communication and revolution as a real change in pedagogical dynamics. In conclusion, the pedagogical proposal was innovative as it deconstructed the teaching discourse taking as its main element the voice of childhood, strengthening its integral development and demonstrating new forms of learning that revolutionized traditional practices, thus transforming the teacher's vision.