Música y emociones en la enseñanza básica: propuesta de talleres para la gestión emocional en niños y niñas de 5to y 6to año escolar, en Chile.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
La idea de que la música, como regulador emocional, puede contribuir al aprendizaje de niños y niñas en etapa escolar, es el fundamento intrínseco del presente estudio. Para buscar demostrarlo, esta investigación sostiene una propuesta de talleres de gestión emocional a través de la música para niños de 5to y 6to año escolar, proponiendo una intervención educativa innovadora que combina la música y la identificación regulación emocional. A su vez, el estudio busca contribuir a la comprensión del papel que desempeña la música en el desarrollo emocional y cognitivo de los/as niños/as, y como esta puede ser una herramienta que considerar en el desarrollo de los planes educativos. La metodología de la investigación posee un enfoque cualitativo y proyectivo, desarrollando una propuesta pedagógica basada en la aplicación de talleres musicales que incorporan diversas estrategias de enseñanza. El diseño metodológico se aboca a la planificación y justificación teórica de la serie de talleres a proponer, proponiendo además una serie de instrumentos de evaluación docente para medir sus resultados.
The idea that music, as an emotional regulator, can contribute to the learning process of school-aged children is the intrinsic foundation of this study. To explore this, the research proposes a series of emotional management workshops through music for 5th and 6th-grade students, presenting an innovative educational intervention that combines music with emotional identification and regulation. Additionally, the study seeks to contribute to the understanding of the role that music plays in children's emotional and cognitive development and how it can be a valuable tool in shaping educational curricula. The research methodology follows a qualitative and projective approach, developing a pedagogical proposal based on the implementation of music-based workshops that incorporate various teaching strategies. The methodological design focuses on the planning and theoretical justification of the proposed workshops, as well as the development of teacher evaluation instruments to assess their effectiveness. The workshop proposal is framed within various teaching strategies, such as the Universal Design for Learning (DUA 3.0) model and linguistic tools like the Emocionario.
The idea that music, as an emotional regulator, can contribute to the learning process of school-aged children is the intrinsic foundation of this study. To explore this, the research proposes a series of emotional management workshops through music for 5th and 6th-grade students, presenting an innovative educational intervention that combines music with emotional identification and regulation. Additionally, the study seeks to contribute to the understanding of the role that music plays in children's emotional and cognitive development and how it can be a valuable tool in shaping educational curricula. The research methodology follows a qualitative and projective approach, developing a pedagogical proposal based on the implementation of music-based workshops that incorporate various teaching strategies. The methodological design focuses on the planning and theoretical justification of the proposed workshops, as well as the development of teacher evaluation instruments to assess their effectiveness. The workshop proposal is framed within various teaching strategies, such as the Universal Design for Learning (DUA 3.0) model and linguistic tools like the Emocionario.
Description
Tesis presentada para optar al título de Profesor de Educación General Básica con Mención en Lenguaje y Ciencias Sociales
Keywords
Emociones, Música, Talleres, Aprendizaje