El Pensamiento Crítico Como Estrategia Didáctica Musical En La Educación Emancipatoria Del Alumno En Educación Primaria

Luis del Barrio Aranda


Our report is concerned with the study of critical thought in musical education as a capacity which encourages the intellectual autonomy of students in primary education. After a theoretical review, based on the conceptualization and the description of the features that identify it, we provide a practical argument for its educational consideration with the development of a working with two groups of sixth grade of primary education, in which students adopt an active role becoming an element of reflection, analysis and construction of learning the musical activity. The conclusion of the study allows us to demonstrate that the promotion of reflective and critical thinking in a system of learning tasks, from cooperative work stimulates the natural development of the communication and autonomy as fundamental skills in metacognitive learning music.

Full Text:


DOI: http://dx.doi.org/10.19044/esj.2017.v13n35p37

DOI (PDF): http://dx.doi.org/10.19044/esj.2017.v13n35p37

European Scientific Journal (ESJ)


ISSN: 1857 - 7881 (Print)
ISSN: 1857 - 7431 (Online)


Contact: contact@eujournal.org

To make sure that you can receive messages from us, please add the 'eujournal.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Publisher: European Scientific Institute, ESI.
ESI cooperates with Universities and Academic Centres on 5 continents.