Le rappresentazioni sociali della musica degli insegnanti di scuola dell'infanzia. Documenti orientativi e indagini empiriche a confronto tra Italia e Venezuela

This work is to study the effect of social representations of music college students who will become teachers of kindergarten and in particular the changes that occur during the university education period in Italy and Venezuela. The main objective was to make a comparison on the following issues: musical child, skills of the teacher and the purpose of music education. This work is embedded within the project "The musical knowledge as a social representation" (Addessi-Carugati 2010). The leading hypothesis is that the implicit conceptions of music work as social representations that influence the practices of teaching and music education. The first chapter deals with the themes of children, teachers and music education in kindergarten in Italy and Venezuela. The second shows studies on musical knowledge, the theory of social representations (Moscovici 1981) and the pilot project at the University of Bologna "The musical knowledge as Social Representation". The third chapter presents the analysis and interpretation of the empirical investigation carried out on a group of students of teacher training at the University of Mà©rida (Venezuela). In the fourth chapter we reflect and discuss on the results of the comparative study, the plans and programs of graduate study and the professional music teacher profile. The conclusions illustrate how the initial hypothesis has actually been confirmed: by the analysis and interpretation of the findings seems that the concepts implicit knowledge about music owned by the students affect their practice as future teachers. It was also noted that the differences encountered seem to be caused by different types of variables in the environment of the music education teacher, and especially by the meanings expressed by the different teaching contents, the social and cultural contexts and university curriculum.