Music as Element of Inclusion: Influence of Learning Communities
Due to the sociocultural changes that society is experiencing, it is necessary to encourage and promote from pre-school education to university, an education focused on the inclusion through the music. Therefore, the main aim of this paper is to highlight the relevance of the music in promoting the inclusion, facilitating the personal and social development of students. Furthermore, we also argue how the music contributes to establish a relationship between the culture and the environment, contextualizing a particular culture and the ethnographic values of each society.
This new way of understanding the education, through the inclusion, needs the motivation and interest from teachers, who through a process of analysis and personal and social commitment, can develop a new educational context. This context should base on the participation of all students in the learning process developed in the classroom, assuring the equality of opportunities for all.
Therefore, it is necessary to develop new educational practices in order to foster the interaction and the dialogue both in the classroom and in the various learning contexts. Thus, the cooperative learning becomes an excellent tool to develop the social inclusion in learning communities, as well as to generate a more reflexive and critical society.
The main conclusion drawn from this paper is that the music can promote the social and school inclusion of the students.
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