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The Music, Tool for Strengthening Value in the Basic Education

 

Authors: Carol del Carmen Terán González

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

carolteranula@gmail.com

Trujillo, Venezuela

 

Lom Hill Parra

Universidad de los Andes Núcleo Universitario Rafael Rangel, NURR

lom_203@hotmail.com

Trujillo, Venezuela

 

Josefa María Ramírez Becerra

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

josefa_chepa@hotmail.com

Trujillo, Venezuela

 

Abstract

The intention of the study consisted of designing alternatives of education learning using the urban music as tool for the strengthening value in the students of 3er degree of the School Bolivariana “Rural Housing” been Trujillo. The study based on a descriptive investigation a design of not experimental field. The units of analysis she was constituted by six (06) teachers who give classes in the third degree. In the obtained results it achieved to demonstrate that the teachers of 3er degree use different strategies in the classroom of class, which is favorable in the learning of the children; nevertheless, the music is not taken in account as a tool of education in the educational process. It is for it that, an offer was realized on the part of the investigator designing activities tending to improve the education - learning value, as well as to motivate the students to realizing his own musical creations departing from the daily experiences.

 

Keywords: music; strengthening of values; education learning; education.

 

 

 

La Música, Herramienta para el Fortalecimiento de Valores en la Educación Básica

 

Resumen

El propósito del estudio consistió en diseñar alternativas de enseñanza-aprendizaje utilizando la música urbana como herramienta para el fortalecimiento de valores en los estudiantes del 3er grado de la Escuela Bolivariana “Vivienda Rural” estado Trujillo. El estudio se basó en una investigación descriptiva un diseño de campo no experimental. Las unidades de análisis la constituyeron seis (06) docentes que imparten clases en tercer grado. En los resultados obtenidos se logró evidenciar que los docentes del 3er grado hacen uso de distintas estrategias en el aula de clase, lo cual es favorable en el aprendizaje de los niños; sin embargo, la música no es tomada en cuenta como una herramienta de enseñanza en el proceso educativo. Es por ello que, se realizó una propuesta por parte del investigador diseñando actividades tendientes a mejorar la enseñanza-aprendizaje de valores, así como motivar a los estudiantes a realizar sus propias creaciones musicales partiendo de las vivencias diarias.

 

Palabras clave: música; fortalecimiento de valores; enseñanza aprendizaje; educación.

 

 

 

1. Introduction

The musical expression is a space scarcely explored by the teachers of basic education; From there, this initiative was born by the researcher to provide ideas about how to work with music in the daily work of the classroom in a playful and entertaining way for both students and teachers. At this moment, music is a communicative tool of massive representation and great value, since it can congregate people of different ages, social conditions and from different parts of the world.

 

For this reason, music can be thought of as a universal language that can transmit words, it also transfers feelings and emotions. It is important to point out, in addition, that the little use of music as an educational resource in Venezuela is due to the fact that the teacher of basic education does not have regular training in terms of music education; This should not presume any obstacle to develop musical expression in the classroom with children, since the idea is not to train children as artists in those battles, but to bring them closer to the world of music and use that language as a way of teaching .

 

On the other hand, musical games to promote the values ​​of children in basic education do not require a musical training on the part of the teacher. Habitually the space of greater recurrence to take care of the music in the classroom, when it is resorted to her, is the song, mainly the infantile ones; With this, activities that help multiple intelligences to internalize the axiological elements in the formation of students can be encouraged.

 

Music as such, can express emotions, affections and moods; with it, teachers can promote values ​​in children by linking them with music; At the same time, reveal their competences and guide towards the strengthening of the axiological elements from their environment. Based on this, we try with this study to propose some alternatives to work with music as a tool to strengthen values ​​at the basic education level.

 

Taking into account this premise, the Curriculum Design of the Bolivarian Educational System (2007), is oriented in the process of refounding the Republic as the supreme goal of the State and proposes the formation of a citizen and a citizen with principles, virtues and values ​​of freedom, cooperation, solidarity, coexistence, unity and integration, which guarantee dignity and individual and collective well-being (p.11). In this regard, in day-to-day work, children are the authors of their own learning, with vigilance to individual particularities and respect as unique beings within a family and community context; There is a constant collaboration towards the development of each and every one of the activities that are carried out daily in the classroom.

 

From this point of view, within the pedagogical activities that should be considered primary in the level of basic education, music is immersed, which besides being an understood and well received language is an indispensable and invaluable tool in all aspects of integral development , such as creativity, socialization, language, memory, values, among others, since it is composed of three essential lessons for the development of social being: doing, knowing and living together, these have a fundamental ally in music that goes together with the process of development and learning of boys and girls.

 

To justify this precedent, it is important to point out that the main expressions of the human being to connect with their context go through crying, shouting, laughter, movement, palming, and others that are inherent expressions of the human race, it is worth quoting here Martorell (2009: 54), who points out that:

In the school context, the presence of significant activities that promote the teaching-learning process depends on the action of a mediator teacher that is complemented by the sociocultural context surrounding the learner. In the measure in which life experiences are propitiated, the deployment of the child's own potentialities will be given according to their previous knowledge and their level of evolutionary development. In this regard, Gallego (2002: 98) says:

... a good teacher is one who organizes the knowledge and values that students have acquired through their personal history in broad outlines that help analyze, understand and transform reality; presents alternative values to live in society... It is a person who, with his intervention in the classroom, his attitude and orientation, provokes and facilitates the reconstruction of thoughts, feelings, attitudes, values and behaviors.

 

That being the case, there are many alternatives that the teacher has when creating and implementing strategies in order to achieve a greater degree of answers regarding learning. One of them is music, used as an active resource to stimulate, draw attention, facilitate participation, raise creative work, in short, motivate allowing it to leave the traditional method of teaching and innovating with mechanisms that are pleasant and enjoyable for learners, generating responses to the demands posed by the new Educational System.

 

One way to achieve the learning process would then be music as a resource, since it favors group interaction, enriches the imagination and allows the development of open behaviors towards learning. Music is a recondite force that exerts a powerful influence on the individual, since the development of the new being can be shown response to the stimulus of music. She plays an important role in the subject and influences her mind and her thinking: because of this strong positive effect, music can be used as a methodological resource in the application of strategies inside and outside the classroom.

 

Casas points out (2001: 79), that music is present in all the activities of the culture of man such as play, religious expressions and emotional expressions, among others, mentioning that to relate to the world of music is to approach in a more deep to the human race; so that a good orientation on the teaching and learning process is contributed by the music, since it leads to improve the capacity for concentration, self-esteem, discipline, respect and socialization. The teacher plays a very important role in the teaching-learning process. Many times the learning does not reach the same as the boy and the girl, because each one learns according to their own rhythm; from there, the need to apply other techniques and resources that facilitate a better understanding of the contents presented.

 

For this reason, Guerrero (2007: 12), affirms that "music, together with rhythm and the plastic and dramatic arts, poses an essential place in the harmonious education of children" constitutes not only a significant factor of development, but also also a means to calm tensions, achieve balance and control excess energy in children; the same author explains that music is a means that allows for the integral formation of the child, as it will not only focus on the cognitive but also on the affective and social.

 

1.1. Purpose of the study

Give teaching-learning alternatives using urban music for the strengthening of values in the 3rd in basic education.

 

2. Theoretical framework

In this section are reflected the theoretical contributions that support the study, as well as the theories that represent all the supports of authors who deal with the subject of education, as well as the source of teaching / learning music.

 

2.1. Approach to the conception of Music

In its broadest sense, music is born with the human being, and was already present, according to some scholars, long before the extension of the human being for the planet, It is therefore a universal cultural manifestation. For Comellas, J. (2006), "the intimate relationship between the human species and music has been demonstrated, and while some traditional interpretations linked their emergence to intellectual activities linked to the concept of the supernatural" (p.121). Later, the same author adds that "for primitive man there were two signs that showed the separation between life and death: movement and sound. The rites of life and death are developed in this double key. In the so-called prehistoric art, dance and song merge as symbols of life while stillness and silence conform as symbols of death" (p.127).

 

It can be said that primitive man, like the native inhabitants of the country, found music in nature and in his own voice. He also learned to use rudimentary objects (bones, canes, trunks, shells ...) to produce sounds. There is evidence that some 50 centuries ago in Sumerian already had percussion and string instruments (lyre and harp). In prehistory music appears in hunting or war rituals and in parties where, around the fire, it was danced to exhaustion. Music is based mainly on rhythms and movements that imitate animals. The musical manifestations of man consist in the externalization of his feelings through the sound emanating from his own voice and in order to distinguish it from the speech he uses to communicate with other beings. The first instruments were objects, utensils or the same body of man that could produce sounds.

 

2.2. Music within Education

Music is an art that is transformed from generation to generation all over the world, adapting to the culture of civilizations and lending itself as a means of communication and expression for the benefit of them. Given this fact, music is offered as a teaching and learning tool that must be studied for its best performance in the classroom, which is why we present the study of some authors and researchers who deal with the subject of music education.

 

This is how, in education, and according to the National Basic Curriculum proposed by the Ministry of Education (1997), music can be used as a material and mediating element of certain articulated qualities of sound, timbre, tone, intensity, duration and rhythm. Music, plastic arts and performing arts constitute well-differentiated artistic fields that, also in educational practice, should be distinguished. However, in basic education they are integrated into a single area; what is important is that the analysis and reflection on artistic production be continued.

 

It is necessary to point out that music, visual arts and performing arts should not exclude the initiation to other artistic expressions such as dance, ballet, opera, even the most advanced proposal of a scenic space loaded with plastic and sound elements, considering architecture and urbanism. For Matos (1998a: 187), music as an educational strategy must begin to be realized with the basic elements of music, duration, intensity, height, timbre, rhythm; applied in simple musical units: the interaction with these units leads the boy and girl to create or to compose richer and more complex units, which in turn can be related to the everyday elements that surround them; at school, at home or in your community.

 

Therefore, it can be considered that music, as a pedagogical resource, enriches the integral formation of the child, not only because of its formative aspect but also because of its contribution to the healthy development of the personality. According to a study cited by Matos (1998b) and conducted by Séller in 1990, among the most significant advantages of music is the development of the intellectual aspect, socio affective, psychomotor, personal growth and habit formation; It is definitely a tool that offers many resources and applications for training in values ​​in basic education.

 

In the intellectual aspect, the same Séller considers that the music develops an appropriate relation with the own organism (self-esteem), allows the improvisation of creative answers to unforeseen situations; favors attention, observation, concentration, memorization, experimentation, knowledge and perception of global concepts such as time, space, and partial as high-low, soft-strong, light-dark, fat-skinny, long-short, language and Calculus development, mental agility and creativity, allows to evaluate results measures capabilities, helps self-knowledge, teaches thinking.

 

In the formation of values, music serves as an indicator of the student's creative abilities and self-confidence. Since it plays a very important role in the socio-effective development of the child by teaching how to differentiate roles and define responsibilities, it enables them to participate more and better in the classroom, in their relationship with their classmates and even with the adults themselves. to share or interact with them through games and musical activities (singing and instrumental performance), mainly aimed at exercising skills.

 

Music gives the student pleasure and satisfaction, awakens his observation and acceptance of everything that surrounds him; it allows security when moving and locating in time and space. It facilitates group integration by sharing singing and playing instruments with classmates, which reinforces, in turn, the notion of cooperative work and other indicators of good coexistence, such as respect for diversity and love for others. The student is sensitized to art and nature, discovers a new means of expression and communication, strengthens their self-esteem, knows and expresses their abilities, demonstrates their perseverance in reaching goals; he is motivated to overcome difficulties when, when participating in artistic productions, he strives to correctly apply the basic elements of music.

 

La música permite descargarse, relajarse, expresar sentimientos y canalizar sus energías de una manera apropiada, le sirve como medio para expresar el respeto hacia vida de los demás y la suya. La música está entre las opciones a las que puede acceder el estudiante ante actividades y consumo de sustancias que ponen en peligro su vida; desarrolla el sentido de la justicia, promueve la libertad, alivia el temor y la timidez, canaliza la agresión, desarrolla voluntad y autocontrol, enseña a delimitar libertades y a tomar decisiones, ofrece una visión del mundo y canaliza el logro de metas.

 

Es así la música permite representar situaciones personales para aprender de ellas, situaciones que se viven en el hogar, en la comunidad donde se desenvuelve el estudiante y por supuesto en el aula de clases; esta aplicación de la música de poner al estudiante en contacto con su realidad inmediata es propicia para la formación en valores, ya que se evidencia un sentido netamente práctico. Por tanto, los elementos básicos de la música pueden ser aprovechados en la formación en valores, ya que, por medio del sonido, el ritmo, la melodía y la armonía, todos ellos inseparables en la música, se enriquece e impulsa la vida interior del ser humano, y se estimula su voluntad, sensibilidad, amor, inteligencia y su imaginación creadora.

 

2.3. Importance of Values in Basic Education

The acquisition of values ​​and which values ​​the person assumes is a fact of great importance that should not be left to chance. Education in values ​​must be a conscious and planned process that eliminates, as much as possible, the intervention of the hidden curriculum of undesirable effects. It is necessary, therefore, that education specialists receive the training that enables them to teach values. In reference, Aguilar (1996), points out that, in the analysis of social groups, values ​​are important because they are mobilizing or demobilizing elements that influence acting by conditioning it.

 

According to the above, values ​​and their significance are intimately related because their interrelation explains to a large extent, personal development and as a consequence the possible social development. Paz (1993a), points out that values ​​are of great importance because they determine the straightness of the objectives. Without values ​​we can generate an immoral and unethical view. These are the ones that govern our behaviors, allow real differences between the good and the bad, between the prosperous and the decadent, between the beneficial social and the insufficient or harmful.

 

In his opinion Marcano and Jiménez (2005: 10), indicate that when values ​​are acquired through the coherent and permanent development of attitudes, they are restructured with the personality and can be transformed into their own capacities. The person is trained to be supportive, responsible, autonomous, independent. For these authors, "values ​​determine the development of abilities, behaviors, behaviors and attitudes". The importance of values ​​is immersed socially, in the family context; This is based on the fact that the family as a social group is the confluence of different generations, with diverse values ​​that consciously or unconsciously reproduce the values ​​of society and these in turn, are built on desirable aspects of society in order to maintain a balance in its organizational structure.

 

It is pertinent to indicate in a specific way any of the characteristics that describe the values, taking into account the relevance of the topic within the proposed research. In this regard Villalpando (1996), says that values ​​are understood as ideal entities and that it is necessary to recognize in them the possibility of their knowledge. In addition, they are endowed with an existence in the mind of man and only recognized by it. It may be a reason for recognition of general validity.

 

The aforementioned author also points out values, the following general characteristics: the possibility that values ​​have to represent a positive quality recognized in a cultural creation, or contrary to a negative quality (polarity); the degree of intensity or abundance, with which the values ​​can be given; each value is owned or settled, as a quality in a cultural asset; values ​​are objects of a particular arrangement (hierarchy), has an immaterial character.

 

2.4. Factors that affect the formation of values in education

Even when educating in values, it implies an educational restructuring on the pretensions that one wishes to achieve with the formation of them, many times the control of certain factors present in the environment and that interfere in the achievement of the objectives set by the schooling, for the formation of a citizen fit for life, with values ​​of authenticity and self-improvement.

 

For his part, Ramos (2005: 52), considers that the environment has a profound educational effect, especially in the aspect of values. Through the environment, the individual and the group are pressured in the sense of the experience and acceptance of certain values ​​and the rejection of others. Considering the need to educate in values ​​as responses to the influence of negative values ​​in the formation of the citizen, educational reform in the Basic Education Level, proposes an integral education that forms positive values ​​through experiences in practice.

 

In this regard Herrera (1991: 13), says that today's society has, like all societies and cultures, a value system. Considers that school education is the institution responsible for transmitting the social values ​​that are supposed to characterize the formal society in which they live. However, the modern and urban society has been creating other instances that are also responsible for transmitting values ​​explicitly or covertly, such as advertising, political propaganda or socio-economic ideologies, music, aesthetic, industrial and urban culture. In addition, it considers that other instances are more effective sometimes in achieving the transformation of values ​​than the educational institution itself.

 

Regarding this, it is pertinent to consider certain values ​​of positive provenance, which according to Paz (1993b: 23), are classified into: micro-values ​​such as: solidarity, participation, social discipline, justice, loyalty, creativity, and macro-values ​​such as: freedom, social justice , peace, National Unity. It also expresses that the micro-values ​​and macro-values ​​indicated correspond to those of greater significance, referring to the former, representing the daily life that moves each person in their struggle to be happy and the latter represent the bonds that surround the well-being of the community.

 

In line with the above, and in accordance with social needs, the New Curriculum Design has considered in the document that supports the new educational reform, the aforementioned values, which were outlined in the theoretical bases related to education in values ​​and that pretend to be reached by means of the development of the transversal axes through the pedagogical praxis.

 

3.  Methodological Course

The present investigation was of descriptive type, defined by Sabino (2000: 65), as "The description of the fundamental characteristics of the homogeneous set of the phenomenon using systematic criteria that allow to reveal its structure or behavior". So then, in this work the author described properties or characteristics of the group studied. Regarding the level of research, the cited author indicates that this refers to the degree of depth with which an object or phenomenon is approached, indicating whether it is an exploratory, descriptive or explanatory investigation. The population, according to Hurtado (1997: 140), "is a portion of the population that is taken for the study, which is considered representative. Tamayo and Tamayo (2006: 92), defines the population in statistical terms as: "The totality of the phenomenon to be studied in which the population units have common characteristics, which is studied and gives rise to research data". In this study, the population is represented by the teachers of the Bolivarian School "Rural Housing".

 

On the other hand, the sample consists of six teachers who teach classes in third grade sections A, B and C. In this regard Hernández, Fernández and Baptista, (2010: 212), define the sample as "a subgroup of the population, which allows generalize about it, the results of an investigation". In this case, third grade is taken as a course in which the learning process must be strengthened since they come from previous grades in which they have used the game and music to develop skills and abilities (1st and 2nd grade). grade) and will continue to higher grades (4th, 5th and 6th) where they will develop what they learned in 3rd grade, considering it a base degree for the maturity of the child's learning. It was observed that teachers do apply play strategies; However, in strategies through music, they are not widely used, and the teachers surveyed say that it is important to develop music education in the institution. These results show the low use of indicators for the social and affective development of the students, the artistic and creative activities for the promotion of musical expression and the integration of the child in their classroom by their educators; however, teachers are aware of the importance of musical strategies. Likewise, the respondents state that they use different strategies such as stories, Role play, collaborative work dramatizations as part of their everyday life to reinforce values ​​in children, as well as reinforcing the values ​​of friendship, solidarity, honesty, kindness in the classroom, which shows the importance they give to the axiological elements as part of the formation of the little ones

 

4. Result

          It was observed that teachers do apply play strategies; However, in strategies through music, they are not widely used, and the teachers surveyed say that it is important to develop music education in the institution. These results show the low use of indicators for the social and affective development of the students, the artistic and creative activities for the promotion of musical expression and the integration of the child in their classroom by their educators; however, teachers are aware of the importance of musical strategies. Likewise, the respondents state that they use different strategies such as stories, Role play, collaborative work dramatizations as part of their everyday life to reinforce values ​​in children, as well as reinforcing the values ​​of friendship, solidarity, honesty, kindness in the classroom, which shows the importance they give to the axiological elements as part of the formation of the little ones.

 

5. Conclusions

With reference to the first specific objective, which was intended to diagnose the use of music as a teaching tool in the 3rd grade, it was confirmed that there are few opportunities in which the use of music as a tool for teaching is taken into account. within the classroom in the school named. In relation to this, the institution does not take advantage of the use of music that can be used more frequently in children in the 3rd grade to strengthen teaching, thus obviating the importance it has for meaningful learning; classroom classrooms - most of the time - become routine for children, since they are not given the opportunity to learn in a fun way from the development of auditory intelligence and vocal expression through educational activities and at the same time of sufficient pleasure for both teachers and students.

 

In accordance with the second objective of this research, which sought to determine the teaching strategies of values ​​in the 3rd grade; it was reflected that in said institution activities for the teaching and strengthening of values ​​are carried out, which is quite favorable for development and coexistence, taking into account that parents and representatives of children are also involved. Teachers do an important job because the interest in organizing events that include parents in turn that children in activities such as readings, dramatizations, stories, reflections to strengthen values ​​is an action that promises positively and allows to strengthen the relationships between students-parents and representatives; student-teachers; teachers-parents and representatives achieving a pleasant climate where the values ​​are reflected and thus strengthening the triad school-family-community.

 

As for the purpose of the realization of a proposal, the construction of texts in verse or prose was carried out for its transformation into a song, working with children implementing collaborative work, which will strengthen ties of coexistence, as well as socio-affective relationships; the children will create a text that they will later turn into a rap, Hip Hop, among other musical compositions. In this section a song that was created by children of the 3rd grade in the company of the researcher will be presented; in it, a series of values ​​are reflected.

 

Song: Love respect and coexistence:

Authors: Students of the 3rd grade of the Bolivarian School "Rural Housing".

CHORUS:

Today starts that great day I will wake up: like hope

Today I decide, love my parents Change the story

Being the person

Of good value, ajah ajah Of good value

(Bis)

 

STANZA:

Oh this has taught me, to be valued My friend as a brother, the teacher has evaluated

From school I am a soldier, and so I will be enlisted. Now listen to me listen to me well

Love is beautiful? When I respect my friend, do I want to live? When I respect my parents, does it reach the top? When I live in a big way.

 

It is important to note that the construction presented is an exercise that was designed during the investigation; As can be seen, it shows axiological elements such as respect, coexistence and love as part of the values embedded in the text that will become music. In this sense, it is important that the teacher as mediator of learning frequently uses music, providing a positive and relaxed environment in the educational environment, while favoring the necessary sensory integration and promoting the different interactions.

 

6. References

Aguilar S. (1996). Los Valores en el Medio Familiar. Revista de Ciencias Sociales. Caracas. Volumen IV. Número 5. [En Línea] http://www.ts.ucr.ac.cr/binarios/docente/pd-000159.pdf

 

Casas, M. (2001). La Música en la escuela. Barcelona: Graó.

 

Comellas J. (2006). Nociones sobre la Música. México: Paidos.

 

Currículo Nacional Bolivariano (2007). Diseño Curricular del Sistema Educativo Bolivariano. Educere, 11(39), 751-775. Recuperado de: http://www.scielo.org.ve/scielo.php?script=sci_arttext&pid=S1316-49102007000400020&lng=es&tlng=e

 

Ministerio de Educación (1997). Currículo Básico Nacional. Venezuela. [En Línea]. http://salonvirtual.upel.edu.ve/mod/book/print.php?id=4263 

 

Gallego, C. (2002). Familias y docentes en una tarea común: la educación musical del niño y la niña. Revista mensual de publicación en Internet Número 26º. Recuperado de: http://www.filomusica.com/filo26/cristi.html

 

Guerrero L. (2007). La música un abordaje en la escuela de hoy. Esperjo. Colombia.

 

Hernández, R., Fernández, C. & Baptista, P. (2010). Metodología de la Investigación. Ciudad de México, México: Editorial McGraw-Hill.

 

Herrera, M. (1991). La Cultura escolar: Práctica y valores educativos. Conferencia presentada en las Jornadas Nacionales Perspectivas para Mejorar la Calidad de la Educación Venezolana, Venezuela: Universidad del Zulia.

 

Hurtado de B., J. (2008). Metodología de la Investigación Holística. Venezuela: Editorial Sypal.

 

Marcano, S. & Jiménez, M. (2005). La valija didáctica para la formación en educación ciudadana y rescate de valores (manual). Venezuela: Apoyo Gráfico Integral. C.A.

 

Matos, R. (1998a,b). Juegos Musicales como recurso pedagógico en el preescolar. ISBN: 980-273-454-3, págs. 148. Caracas: Fedupel.

 

Martorell, S. (2009). Música del mundo para niños. Zaragoza: Publicaciones universitarias de Zaragoza.

 

Paz, S. (1997a,b). Los Valores Fundamentales. Revista Universidad. Volumen II. Venezuela: Ediciones EAFIL.

 

Ramos L. (2005). Cómo enseñar y transmitir valores. Guía para padres y maestros. México: Editorial Trillas.

 

Sabino, C. (2000). El Proceso de la Investigación. Venezuela: Editorial Panapo.

 

Tamayo T., & Tamayo M. (2006). Metodología de la Investigación Científica. Grupo Noriega Editores. México: Editorial Limusa S.A. de C.V.

 

Villalpando J. (1996). El Mundo de los Valores. Revista Mexicana de Pedagogía. México: Iresie. Vol.: 7. Núm.: 28, págs. 14-20.

 

 

Carol del Carmen Terán González

e-mail: carolteranula@gmail.com

 

Born in the city of Valera, Trujillo state, Venezuela. He studied Doctorate in Education at the Universidad Rafael María Baralt, has a Master's Degree in Teaching for Higher Education at the same university, a Master's Degree in Latin American Literature at the Universidad de los Andes and a Bachelor's Degree in Education, Spanish Mention and Literature. ULA-NURR researcher at the Center of literary and linguistic research Mario Briceño Iragorry (CILL) ULA-NURR, Head of the research and project unit of the Casa de Historia Trujillo, writer and researcher with 14 years of service in the area of ​​education and literature. Speaker at national and international events. Guest professor in undergraduate and postgraduate, ULA, UNERMB, UNESR. Coordinator of the research line Memory, Education and Emerging Discourses (UNERMB), member of the Citizenship Research Line, hermeneutics and social projects. (UNERS). He has made articles in different refereed journals of the country.

 

 

Josefa María Ramírez Becerra

e-mail: josefa_chepa@hotmail.com

 

Born in Valera, Trujillo state, Venezuela. Master in Teaching for Higher Education Degree in Business Administration UVM. Specialist in Business Management UVM. PhD student in Education Sciences. Teacher hired Full time Instituto Universitario de Tecnología del Estado Trujillo, Trujillo Extension.

 

 

Lom Hill Parra

e-mail: lom_203@hotmail.com

 

He was born in Trujillo, Trujillo state, Venezuela. Bachelor of Integral Education ULA-NURR. Vigilante at the Universidad de los Andes, Basic Education Teacher. Belonging to the research line Memory, emerging education.

 

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- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.4.78-98