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For more information see, http://dublincore.org/documents/dces/."],["elementContainer",["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"9666"},["text","Música de Cine y Audición en los libros de texto de enseñanza secundaria: Consideraciones sobre su didáctica"]]]],["element",{"elementId":"43"},["name","Identifier"],["description","An unambiguous reference to the resource within a given context"],["elementTextContainer",["elementText",{"elementTextId":"9667"},["text","https://www.academia.edu/9111137/M%C3%BAsica_de_cine_y_audici%C3%B3n_en_los_libros_de_texto_de_ense%C3%B1anza_secundaria._Consideraciones_sobre_su_did%C3%A1ctica"]]]],["element",{"elementId":"41"},["name","Description"],["description","An account of the resource"],["elementTextContainer",["elementText",{"elementTextId":"9668"},["text","El presente artículo responde al interés de los autores por conocer la incidencia de la música de cine en el repertorio que se utiliza en los libros de texto de enseñanza secundaria para llevar a cabo las actividades relacionadas con la audición musical. Se pretende conocer tanto su importancia cuantitativa -en comparación con otros géneros musicales- como la utilización que se hace de ella, para qué tipo de actividades se utiliza, las estrategias didácticas que se emplean, etc. Con esta finalidad, se ha llevado a cabo una investigación sobre una amplia muestra de actividades  propuestas en los libros de texto más utilizados en la provincia de Valencia mediante la utilización de un instrumento elaborado ex profeso . Para ello, se ha seguido una estrategia de complementación, que combina métodos de orientación cuantitativa con métodos cualitativos para  profundizar y completar la información cuantitativa obtenida. Los resultados obtenidos indican hasta qué punto la música de cine puede facilitar el desarrollo de los aspectos fundamentales del currículo y la adquisición de las competencias básicas, así como aquellas cuestiones que desde el  punto de vista de la didáctica son susceptibles de mejora, lo que puede ser de interés para la comunidad educativa."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"9669"},["text","null"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"9670"},["text","null"]]]]]]],["tagContainer",["tag",{"tagId":"3661"},["name","didáctica de la audición musical"]],["tag",{"tagId":"3663"},["name","enseñanza secundaria"]],["tag",{"tagId":"3662"},["name","libros de texto"]],["tag",{"tagId":"3660"},["name","música de cine"]]]],["item",{"itemId":"1932","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"1860"},["src","https://bvhumanidades.usac.edu.gt/files/original/a1fdbcfdb18e9cc7b26b384c14132fbf.pdf"],["authentication","11cbe76fba3cfe4fde1058c62c35a3f0"]]],["collection",{"collectionId":"1"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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En la historia de la educación musical costarricense se instauró una forma de enseñanza musical de predominio occidental, que ha abarcado esencialmente tres ejes temáticos: el estudio técnico del instrumento, el adiestramiento rítmico y auditivo y el estudio sobre historia y teoría musicales provenientes de Europa. Estas instancias educativas han sido exitosas desde la perspectiva disciplinar, porque han contribuido a la adquisición y mejoramiento de habilidades de carácter instrumental. No obstante, desde el punto de vista de las necesidades reales de la sociedad, han resultado inconvenientes en términos de construcción de la identidad, debido a que los enfoques clasistas y positivistas de las élites dominantes no toman como base la integralidad de los sujetos en sus procesos formadores. En los albores del siglo XXI, la sociedad costarricense es parte de sincretismos cognitivos adquiridos –la mayoría de forma inconsciente- con actitudes “eurocentristas” y “nortecentristas”, sin proceso alguno de análisis crítico acerca de lo que se desea y necesita como colectividad. En consecuencia, se originan problemas que conducen a la adquisición de una identidad difusa. Esta realidad no escapa a la vivencia de los profesionales de música, que son el producto de la repetición inconsciente de contenidos y metodologías que no necesariamente aportan a su inserción en la sociedad. Se plantea la creación de un proyecto concertado de educación, basado en el enfoque dialéctico para la construcción del pensamiento crítico. Se formulan una serie de interrogantes con la finalidad de indagar acerca de los mecanismos que debe encontrar un colectivo de educadores musicales, para contribuir a la construcción del conocimiento integral de los discentes."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"9664"},["text","null"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"9665"},["text","null"]]]]]]],["tagContainer",["tag",{"tagId":"3656"},["name","ANÁLISIS CRÍTICO"]],["tag",{"tagId":"556"},["name","docentes"]],["tag",{"tagId":"2660"},["name","educación musical"]],["tag",{"tagId":"3658"},["name","ENFOQUE DIALECTICO EN LA EDUCACIÓN"]],["tag",{"tagId":"3659"},["name","FORMACION INTEGRAL"]],["tag",{"tagId":"3657"},["name","FORMACION MUSICAL COSTARRICENSE"]],["tag",{"tagId":"3025"},["name","pedagogía musical"]]]],["item",{"itemId":"1931","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"1859"},["src","https://bvhumanidades.usac.edu.gt/files/original/d8f3143fbcda43601c4821417d59c78b.pdf"],["authentication","99512b8f9beefab6475d8a9f3f6a6dc8"]]],["collection",{"collectionId":"1"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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No obstante, los docentes de preescolar invierten muy poco tiempo en la enseñanza de esta área en sus dinámicas de aula, argumentando que no planifican actividades musicales debido a que, además de sentirse poco preparados, carecen de material preciso que los oriente en la ejecución de las mismas. Específicamente, en cuanto a la enseñanza de la lectura musical en estas edades, es casi nula la bibliografía existente. 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Expongo brevemente las razones por las que la enseñanza de la música deber-ía tener un lugar mucho más significativo en la educación básica, empezando por la educación inicial y recorriéndola hasta el fin de la secundaria. Basándo-me en las ideas de Schafer, expongo a continuación los aspectos centrales que debería considerar la educación musical de los niños. Finalmente, propongo al-gunas reflexiones sobre los retos y las responsabilidades que corresponderían a las políticas públicas para abrir camino a esta pedagogía en el sistema edu-cativo nacional. Los textos de Murray que he podido revisar son, definitivamente, más ricos en ideas, argumentos e imágenes de los que he logrado resumir y comentar en este trabajo, pero espero haber podido dar cuenta de lo esencial de sus plan-teamientos para la educación musical de los niños pequeños."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"9644"},["text","null"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"9645"},["text","null"]]]]]]],["tagContainer",["tag",{"tagId":"921"},["name","Didáctica"]],["tag",{"tagId":"3638"},["name","Didáctida de la Música"]],["tag",{"tagId":"3639"},["name","ecología acustica"]],["tag",{"tagId":"563"},["name","educación infantil"]],["tag",{"tagId":"2660"},["name","educación musical"]],["tag",{"tagId":"564"},["name","educación primaria"]],["tag",{"tagId":"3637"},["name","Murray Schafer"]],["tag",{"tagId":"483"},["name","Pedagogía"]]]],["item",{"itemId":"1927","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"1855"},["src","https://bvhumanidades.usac.edu.gt/files/original/d7aca8ec9f43cec53205a8601b5f58f3.pdf"],["authentication","9099e2b44aa2cc1672df56b758892816"]]],["collection",{"collectionId":"1"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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