Doctorado en Educación · 2026
Cuando la escuela aprende a escucharse: Una investigación-creación autoetnográfica sobre la experiencia comunicativa y relacional en la práctica musical colectiva.
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Resumen
This thesis aims to understand how school music ensembles enable the identification, interpretation, and resignification of communicative tensions that emerge through the interactions of lower secondary school students. The study is framed within a situated qualitative-interpretive approach, articulated through arts-based research and situated autoethnography as its central methodological pathways. The research was conducted with four ninth-grade classes (approximately 98 students) in Bogotá, conceived methodologically as a relational micro-universe. Data were generated through a reflective journal of pedagogical-musical practice, complemented by audiovisual records, multipoint audio recordings, and field conversations.