Practicas pedagógicas en el campo musical y articulación con los tres ejes fundamentales de la música en secundaria en seis instituciones educativas distritales de Bogotá
This investigation inquired about the set of pluralities that bellows to the Pedagogical Practices and the network of relationships that constitute them from outside to inside, ascendants and descendants. The exposed approaches designate notions, founded on the significance that makes the Group o...
| Autor Principal: | Correa Tribin, Héctor Mauricio |
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| Otros Autores: | López Murcia, Claudia Patricia, Molina Díaz, Claudia Carolina |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la educación. Maestría en Docencia (incluye Maestría en Docencia - CESMAG).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18881 |
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| Sumario: |
This investigation inquired about the set of pluralities that bellows to the Pedagogical
Practices and the network of relationships that constitute them from outside to inside, ascendants
and descendants. The exposed approaches designate notions, founded on the significance that
makes the Group of History of Pedagogical Practices under the direction of Olga Lucía Zuluaga,
and based, consequently, in three aspects, namely: the relationship with the district educational
institutions, the relation of the teacher as a subject of knowledge, and the basic approach, which
has to do with the Musical Arts Education: pedagogical knowledge, as the set of specific
knowledge in which the practice of musical education of the three fundamental axes is
configured: Audio-Perceptual development; Instrumental development; Music Appreciation.
The selected methodology is the qualitative approach, with a descriptive and explanatory
level. Was applied a technique for the diagnosis: the survey and the questionnaire instrument in
order in order to identify the potential object of study: Art Education teachers. After this, as a
fundamental basis, it was performed the technique to further the specific field: the semistructured
interview with its own instrument: the interview script and which was applied to six
selected teachers of musical arts education and linked to the District Education Department.
According to the criteria mention above, it characterized the Pedagogical Practices from
the description of those functions in which relationships dynamically converge and for this, it
pretend to give explanation as it identifies the obstacles which impede teaching practices; these
issues are refracted in the teaching of the three fundamental axes. From here we reach
conclusions like: the legislative bloc of public policy destabilizes the guarantee of resources that
came from the budgetary allocation, affecting the infrastructure resources, teaching career and
educational quality; there is a lack of research that address the issue of pedagogical practices in
Music Education in Colombia and Bogota and specifically in the secondary level; there is a
musicians detachment around de pedagogy research in the formal school system.
Key words: Pedagogical Practices, Public policy, school-institution, teacher-subject of
knowledge, Pedagogical knowledge-Pedagogical Practices, Audio-Perceptual development,
Instrumental development, Music Appreciation. |
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