Music education; Education; Listening; Wolfsohn-Molinari Pedagogy; Innovation

• Autor(a) principal: Molinari, Paula Maria Aristides de Oliveira
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11653
• topic: Music education; Education; Listening; Wolfsohn-Molinari Pedagogy; Innovation; Educación musical; Educación; Escucha; Pedagogía Wolfsohn Molinari; Innovación; Educação musical; Educação; Escuta; Pedagogia Wolfsohn-Molinari; Inovação

Taking on the challenge of reflecting on interculturalism and pedagogical innovation as a starting point to collaborate with an educational research group called The International Observatory on Inclusion, Interculturalism and Pedagogical Innovation ( OIIIIPe)  with the support of music education, music performance and artistic creation, this paper has the general objective of describing the conceptual plan that guided the planning of actions to be developed in a teacher training course. Having art as a major field and music as a subfield that contribute to education, one should highlight that the interdisciplinarity inherent to the process is, in itself, a situation that brings forth the most basic elements of knowledge building for a successful understanding and, therefore, also for an effective communication. Active music pedagogies were used as a framework and the methodology applied to achieve the results was arts-based educational research, or ArTography. This is a dossier that reports partial results of an ongoing action involving students, graduates, teachers, researchers, and post-graduate students from two universities: one in Brazil and the other one in Argentina. The first reflections on these partial results reveal a rediscovery of the sensitization of listening and perceptions of the world as integrating knowledge.