Abstract

IBAGON MARTIN, Nilson Javier; MUNZENMAYER, Andrea Minte  and  LLANO, Fabián Andrés. Music and Historical Learning. Pedagogical Relationships between Euterpe and Clio. Pensam. palabra obra [online]. 2020, n.23, pp.90-103.  Epub May 09, 2021. ISSN 2011-804X.  https://doi.org/10.17227/ppo.num23-9691.

The present article proposes a theoretical reflection on the educational formative potentials that derive from historical learning and music. Although not so evident, the pedagogical relationship between music and history allows to put into dialogue two representational regimes that are complementary. For this, three axes of discussion are proposed, aimed at understanding how music, being close to the practices and beliefs of students, facilitates the planning and execution of school proposals aimed at the development of key strategic contents in the formation of their historical thought. Through this discussion, it is affirmed that, depending on the pedagogical link between music and history, educational alternatives can be constituted aimed at overcoming passive and uncritical models of learning history.

Keywords : history; music; teaching history; historical learning; teachers; students.

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