Narrativas musicales: mediaciones para la pedagogía de la memoria del pasado reciente

Abstract

In 2020, begins the investigative process, which intends to know the contributions of musical narratives as didactic mediations in the development of critical thinking against the teaching of the recent past. Therefore, We proceed to pose a research problem that is marked by various exemplifications of how historical, social, and cultural elements are the cause of the reproduction of violence in Colombia. It is plausible to find in art the possibility of accompanying the educational processes specially in music and its narratives, that is way is carried out a tracing of the background that provided conceptual tools which allowed consolidating the information. Within the research, four categories of analysis were established, which are: Musical narratives, pedagogical mediations, pedagogy of memory, and critical thinking, supported by different authors that strengthen conceptual development. Through ethnography as a research method and a qualitative approach, relevant information was obtained in the research process to account for how musical narratives about the memory of the recent past contribute to the critical thinking of middle school Students of Jordan of Saxony School. Conversational techniques of standardized, semi-structured interviews, and the observational techniques of Workshops and field diaries, proposed by Goetz and LeCompte (1984), which are fundamental tools of ethnography, were used. Jordan of Saxony school was the appropriate setting for the use of musical narratives as mediations of the pedagogy of memory, as it was an educational space that brought researchers closer to young people's reflections; despite the health emergency caused by COVID-19, it was possible to interact with the participants and collect the information, which later served to develop the results and findings; which were divided into two stages, first, the relationship between musical narratives and the teaching of the recent past, in this stage several inductive categories were obtained which enriched this research. On the other hand, the processes and skills of critical thinking to understand the contributions of musical narratives.