Metodologías Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en Educación Musical Superior: una revisión de la literatura
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INTRODUCCIÓN. La investigación reciente señala el potencial del aprendizaje multidimensional y holístico en el proceso de transformación educativa, en la prestación de servicios sociales desde la universidad y en el desarrollo de la identidad profesional. Este artículo tiene como objetivo analizar la relación entre las metodologías de Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en la educación musical superior y la adquisición de competencias transversales. MÉTODO. Se realizó una revisión de 29 artículos sobre ambas metodologías en la educación musical superior, publicados entre 2012 y 2022. Los artículos fueron seleccionados de las bases de datos WoS, Scopus y ERIC. Se exploraron cuatro categorías: (1) interacción social, (2) crecimiento personal, (3) aprendizaje académico y (4) desafíos relacionados con la implementación y contextualización de las metodologías. RESULTADOS. Los resultados muestran que, en el contexto de la educación musical superior, ambas metodologías tienen un impacto potencialmente positivo en el desarrollo de competencias transversales en los estudiantes. La revisión muestra beneficios en aspectos sociales como el desarrollo de la responsabilidad cívica y las habilidades de comunicación entre pares y profesores; aspectos académicos como la adaptación a entornos de aprendizaje complejos, objetivos mutuamente beneficiosos y autoridad compartida; y aspectos de desarrollo personal como la flexibilidad, la solidaridad y el respeto. A su vez, muestra que la práctica reflexiva contribuye a desarrollar la apertura de los estudiantes a la crítica constructiva, lo cual se percibe como una contribución positiva al aprendizaje. CONCLUSIONES. Las metodologías estudiadas pueden fomentar el crecimiento personal de los estudiantes, la mitigación de sus sesgos en el aula y la apreciación reflexiva y consciente de su propio aprendizaje. Se deben tener en cuenta los desafíos relacionados con la complejidad de ajustar los proyectos al currículo académico y a las necesidades de la comunidad, así como la gran cantidad de tiempo y esfuerzo requeridos para el proceso. Finalmente, se alienta a realizar más investigaciones utilizando diferentes términos de búsqueda y criterios para lograr una comprensión más amplia de cómo se pueden diseñar e implementar iniciativas musicales a través de estas metodologías, la proyección que pueden tener y cómo se realiza la investigación en este campo.
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