A series of interviews were conducted to explore the experience of what it is like to be a member of metal music culture living with mental health conditions and/or developmental disabilities. Ten participants were interviewed, three of which had schizophrenia, four with autism spectrum disorder, two had bipolar affective disorder and one had borderline personality disorder. Thematic analysis was utilized to explore the experiences of people living with various types of mental illness and developmental disabilities in the context of metal, which resulted in the development of three overarching themes. It was found that participants felt that the metal music community was more welcoming to them due to the broad use of lyrics about mental health topics and the prevalence of metal musicians that have mental health concerns. The broad application of mental health topics in metal was seen as having a de-stigmatizing effect towards mental health concerns, but at the cost of accuracy, as topics like schizophrenia are seen as fetishized and inaccurately depicted. Participants reported that the metal community affords its members with mental health conditions and developmental disabilities a number of benefits including a sense of belonging, the facilitation of mood maintenance and the management of lesser symptoms. Symptom management appeared to be mitigated by symptom severity and influenced how participants experienced metal music.
Abordar la vivencia de estudiantes del 6º semestre de Licenciatura en Educación Preescolar, en el relato, como estrategia en el desarrollo de competencias profesionales para la docencia. Es indagar cómo los actores educativos conceptualizan la narrativa pedagógica con un fin didáctico para promover la expresión escrita como sujeto situado, al descubrir y entender la propia acción. Mirar cómo los estudiantes fortalecen capacidades para documentar objetivamente las ideas de lo que acontece en las aulas, las interacciones de la complejidad de la vida diaria escolar, el trato con los niños son ejes de análisis para reflexionar la práctica docente. Conocer las estrategias de enseñanza que favorece o dificulta en los estudiantes, entre otras: el reconocimiento de la instancia discursiva en la construcción del relato; las habilidades para narrar, analizar, explicar y argumentar; escribir con conciencia retórica; el andamiaje para expresar el pensamiento y la reflexión al desempeñar la docencia, conlleva a la comprensión de la acción pedagógica. La transformación educativa y conformación de comunidades de aprendizaje permiten fortalecer la sensibilidad de ser docente para lograr la madurez, encontrar sentido y significado a la profesión de formar nuevos educadores, con una permanente relación entre los actores educativos en el contexto áulico.
Research with qualitative approach and ethnography as a symbolic interpretive methodology, were the means of analysis and reflection of the teaching practice in the learning process, through the Journal of practice, stories, interviews, records and questionnaires. Results account for the event of teaching practice, speaking the process of initial training, because of its complexity, it is seen as an action with a high degree of subjectivity which does not occur in isolation. In this sense, it is needed by teachers, make deeper readings to establish the siege of relations that articulate it with the outside world. Immersed in this process with all its implications, both subjective as silent outside, the educational action that originates in the classroom is not only there, because the practice acquires extensive dimensions. The teaching practice, notes that making teachers work with students in initial training, to join the gardens of children, identified some problems that hinder the dynamics of pedagogical communication between students and teachers. After a long period of observation and problematizations, emerged from the classroom of the school of Capulhuac and reflected, lies much of the problem is hidden by the limitation that manifest the teacher Adviser to develop dialogue and reflection during the pedagogical relationship with students, generates prolonged silences, which here, for research purposes I have called as computer concept.RESUMENLa investigación con el enfoque cualitativo y la etnografía como metodología simbólica interpretativa, fueron el medio para el análisis y reflexión de la práctica docente en el proceso formativo, a través del: diario de práctica, relatos, entrevistas, registros y cuestionarios. Los resultados dan cuenta del acontecimiento de la práctica docente, al intervenir el proceso de formación inicial, por su complejidad, es vista como una acción con alto grado de subjetividad que no se da en forma aislada. En tal sentido es que requiere por parte de los profesores, hacer lecturas más profundas para establecer el cerco de relaciones que la articulan con el mundo exterior. Inmersa en este proceso con todas sus implicaciones, tanto subjetivas como del mudo exterior, la acción educativa que se origina en el aula, no queda sólo ahí, porque la práctica adquiere dimensiones extensas. En la práctica docente, se observa que realizar el trabajo docente con estudiantes en formación inicial, para incorporarse a los Jardines de Niños, se identifican algunos problemas que dificultan la dinámica de comunicación pedagógica, entre estudiantes y docentes. Después de un largo periodo de observación y problematizaciones, surgidas del aula de la Escuela Normal de Capulhuac y reflexionadas, se localiza que gran parte del problema se oculta por la limitación que manifiesta el docente asesor para desarrollar el diálogo y la reflexión durante la relación pedagógica con los estudiantes, genera silencios prolongados, lo que aquí, para fines de investigación, he llamado como concepto ordenador. Contacto principal: solalinaran1@hotmail.com
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