Tertulias Musicales Dialógicas para la formación de una ciudadanía crítica

Abstract

In response to an individual and competitive social model, educational initiatives arise that propose an approach based on critical pedagogy to return to a collectivity within the school and society. By means of two case studies in two centres recognised as Learning Communities, the role played by Dialogical Music Talks as a successful educational strategy in the music classroom for the training of critical students committed to the problems of their context is presented. These talks seem to contribute to the improvement of academic output not only in the field of music, but also to the acquisition of skills related to training as a citizen. The development of Music under this approach is included within a critical paradigm for the transformation of the context through musical experience, using dialogic learning and critical reflection as strategies in educational processes.