The Creation of Meaning: The Dialogic Learning Principle as Applied to Music Education; the Barcelona Case

By Danilo Chaib.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Dialogic Learning was developed in adult education through literacy circles, and has been applied in music education for adults since 2003 in Barcelona. This study focuses on one of the Dialogic principles – Creation of Meaning. The study uses data collected from 2005 to 2010, including interviews, discussion groups, and participatory observation. The methodology used has the same epistemology as Dialogic Learning, with its roots in the theories of Habermas, Freire and Vitgotsky. Through its findings, the study will analyse the relationship of the principle of Creation of Meaning with other dialogic principles developed by CREA. The epistemological question of Meaning, transcending Max Weber’s Iron Cage, will be shown to be transformed by the principle of Personal and Social Transformation. This transformation of the concept of Meaning comes with the understanding of the principles of Solidarity, Egalitarian Dialogue and Equality of Differences. The acknowledgement of the principle of Cultural Intelligence will appear essential to the Creation of Meaning, giving space to develop new ways to interpret reality and society, and thus the object of study, music, through the principle of Instrumental Dimension. The study concludes with a new scenario for the construction of Meaning in curricula through dialogue.

Keywords: Dialogic Learning, Music Education, Adult Education, Creation of Meaning, Cultural Intelligence, Solidarity, Egalitarian Dialogue, Equality of Differences, Instrumental Dimension, Personal and Social Transformation

International Journal of the Humanities, Volume 9, Issue 6, pp.97-106. Article: Print (Spiral Bound). Article: Electronic (PDF File; 746.655KB).

Danilo Chaib

PhD Student, Fundamentos del Currículum y Formación del Profesorado en las Áreas de Educación Primaria y Secundaria, Universidad de Granada, Granada, Granada, Spain

Danilo Chaib teaches cello, music theory and research in music education at the Escola de Música de Brasília – Brazil. He has developed his work in the field of music education through projects initiated in 1997 with various settlements of the landless communities in Brazil. This work was further developed through investigative research on ‘tertulias musicais’ (Music listening circles) conducted in the period 2005-2010 with the University of Barcelona, Spain. From 2008 to date he is currently building on his doctoral research in the area of sociology of music and music education with the University of Granada, Spain. In tandem with this research, he is also conducting research in the area of sociology of music and conductorless orchestras with the Equality Studies Centre of the School of Social Justice at University College Dublin, Ireland.

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