Informal Learning Practices in Distance Music Teacher Education: Technology (De)humanizing Interactions

Flávia Motoyama Narita
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引用次数: 2

Abstract

This paper discusses the implementation of a university teaching module, based on Lucy Green’s (2008) informal music learning model. The synergy between Green’s model and Paulo Freire’s critical pedagogy is addressed through explanation of the module and its practices. The module was offered six times, from 2011 to 2016, as an action research project on a mixed-mode distance education undergraduate music program at the Open University of Brazil. The choices of technology in the module were aimed at promoting interactions in a dialogical, humanizing, and problem-posing approach to education in order to achieve conscientization (Freire 1970). However, the uses of technology and some of the practices of students led the author to ponder discourses of technological determinism.
远程音乐教师教育中的非正式学习实践:技术(非)人性化互动
本文以Lucy Green(2008)非正式音乐学习模型为基础,探讨了大学教学模块的实施。格林的模型和保罗·弗莱雷的批判教学法之间的协同作用是通过对模块及其实践的解释来解决的。从2011年到2016年,该模块作为巴西开放大学混合模式远程教育本科音乐课程的行动研究项目提供了六次。模块中技术的选择旨在以对话、人性化和提出问题的教育方式促进相互作用,以实现自我意识(Freire 1970)。然而,技术的使用和学生的一些实践使作者开始思考技术决定论的话语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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