Musical Experience and Life Story as Pedagogical Self-Reflection areas in the Music Teacher

Abstract

Music is an omnipresent phenomenon, an aspect or form of cultural expression of our time linked to historicity, and therefore, to the vital experiences of each one. As an experience, it is part of the warp of memories, of the intentions, emotions, feelings and imagination that are expressed in the form of a life story poured out orally and later converted into a text that can be analyzed phenomenologically and hermeneutically. Pedagogy, as a science that introduces the subject into their culture, has been interested in the life stories of teachers as an area of self-reflection capable of generating shared learning. In this sense, the object of study was the musical experience and the life story as self-reflection in pedagogical praxis. We use as theoretical references authors such as Pujadas (1992), Volpi (2011), Neto (2011), Lasso (2015), Bolívar (2014), Dominicé (1990) and Ricoeur (2006), who generally refer to the issue of experience and life stories in education. In addition, it was based on a qualitative, phenomenological-hermeneutical methodology, which allowed approaching the object of study from the way in which the interviewees lived their experiences. In the results, teachers focus on music as knowledge or experience that can be expanded by technology. From all this, a theory was generated that sustains that life stories represent an important field for pedagogy centered on humanism, creativity, sensitivity and freedom.