Musical Preferences in Pre-adolescents and the Formation of Gender Identity
Abstract
The text refers to a second stage of the project: Educational proposal of musical appreciation for the culture of the prevention of gender violence, corresponding to the collection and analysis of data, preliminary results are presented. At this stage, we inquired into the musical consumption of children of basic education in order to identify the fundamentals that should be based on projects and training programs for musical appreciation with a gender perspective. It was assumed that through the implementation of didactic-pedagogical strategies of musical education aimed at the formation of musical taste in children of 4th, 5th and 6th grades of general basic education, can contribute to the construction of social relationships that help to combat gender violence, through a critical analysis of the content of the music they prefer to consume. The research methodology was mixed in three stages, so far 2 of them have been covered. It started from the diagnosis by means of an applied survey, directed towards the investigation of the characteristics that characterize the musical product of preferential consumption in fourth, fifth and sixth primary school children and the qualities of the negotiation of meanings that they construct in interaction. The sample was chosen in public and private schools with a location in the center and periphery of the city. This second stage corresponds to the design, is divided into two phases and the final stage of conclusions and results
Downloads
References
Berman S., Jiménez, L. (2006). Democracia cultural. Una conversación a cuatro manos. México: CFE.
Bourdieu, Pierre (1998). Capital cultural, escuela y espacio social. México, D. F: Siglo XXI Editores S.A. de C.V.
Bourdieu, Pierre (2010). El sentido social del gusto. Argentina: Siglo XXI Editores,
Castro Pérez, Marianela; Morales Ramírez, María Ester (2013). Perspectiva de las personas menores de edad acerca de la violencia en los medios de comunicación: videojuegos, televisión y música. Revista Electrónica Educare, septiembre-diciembre, 229-258.
Conaculta (2010). Encuesta nacional de hábitos, prácticas y consumo culturales. México: SEP-Conaculta.
De Toro, Ximena (2011). Métele con Candela pa' que todas las gatas se muevan. Identidades de género, cuerpo y sexualidad en el reggaetón. Punto Género, 1, 81-102.
Díaz Barriga Arceo, Frida (2006). Enseñanza situada: Vínculo entre la escuela y la vida. México: McGraw-Hill/Interamericana
Díaz-Barriga Casales, Ángel (2011). Competencias en educación. Corrientes de pensamiento e implicaciones para el currículo y el trabajo en el aula. Revista Iberoamericana de educación Superior. México: ISSUE-UNAM/Universia.
Díaz Gómez, Xiana (2012). Contenidos musicales en programación televisiva cultural. Un análisis de la representación del género en BBC, PBS, RTEV. Tesis Doctoral, Barcelona: Universidad Autónoma de Barcelona, Ciencias de la comunicación.
Durkheim, Emile (1990). Educación y sociología. México: Textos y contextos.
Eco, Umberto (1968). Apocalípticos e integrados. España: Lumen.
Freire, Paulo (2002). Pedagogía de la autonomía. Saberes necesarios para la práctica educativa. México: Siglo XXI Editores S.A. de C.V.
Freire, Paulo (2009). La educación como práctica de la libertad. Madrid: Siglo XII Editores S.A.
Fuentes Mata, Irma y Elsa Cristina Navarrete O. (2016). Fundamentos para la formación en apreciación musical con perspectiva de género, en Revista Iberoamericana de producción académica y gestión educativa. México: CENID.
Green, Lucy (2001). Música, género y educación. Madrid: Morata.
Green, Lucy (2008). Music, informal learning and the school. a new classroom pedagogy. Aldreshot, UK: Ashgate Publishing.
Gómez Escarda, María; Pérez Redondo, Rubén J.; (2016). La violencia contra las mujeres en la música: Una aproximación metodológica. Methaodos. Revista de ciencias sociales, mayo, 189-196.
Lipovetsky, Gilles (2000). La era del vacío. México: Colofón/Anagrama.
Lipovetsky, Gilles, Jean Serroy (2009). La pantalla global. Cultura mediática y cine en la era hípermoderna. Barcelona. España: Anagrama.
Llorens Mellado, Ana (2013). 150 canciones para trabajar la prevención de la violencia de género en el marco educativo. España: Ayuntamiento de Valencia Servicios de Educación.
Martos Martínez, Á., Simón Márquez, M. d., Barragán Martín, A. B., Molero Jurado, M. d., Pérez Fuentes, M. d., y Gázquez Linares, J. (2016). Revisión del uso de las nuevas tecnologías para la intervención en violencia de género en parejas de adolescentes. European Journal of Child Development, Education and Psychopatology, 4(1),63-73.
Redes de mujeres para el empoderamiento (14 de febrero de 2013). Las canciones del amor. Movimientos de género. Recuperado de http://movimientosdegenero.com/articulos/las-canciones-del-amor.
Ross, Alex (1 de octubre de 2016). Cuando la música es violencia. Revista Nexos. México. http://www.nexos.com.mx/?p=29704
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
