MUSIC AND NARRATIVE: CLASSROOM STRATEGIES FOR THE DEVELOPMENT OF EMOTIONAL AND SOCIAL SKILLS AMONG TEENAGERS’ PEERS
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This article presents the processes and results of the research Music and narrative: classroom strategies for the development of emotional and social skills among teenagers’ peers. This project is developed through an observation, intervention, and analysis process in a school grade from Gimnasio del Norte School; 20 teenagers between 12 and 13 years old constitute its population. Using music and narrative as mediators were observed social, emotional relations among peers, and how the bond strengthens their development processes. The methodological perspective employed was action research. In conclusion, emotional education arises as a discipline under permanent construction that ought to be cross-sectional with the curriculum and be offered according to the particular characteristics of agents framed in a determined context.
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