Facts and Counterfacts: A Semantic and Historical Overview of "El Sistema" for the Sake of Clarification

Autor/inn/en	Frega, Ana Lucía; Limongi, Jorge Ramiro
Titel	Facts and Counterfacts: A Semantic and Historical Overview of "El Sistema" for the Sake of Clarification
Quelle	In: International Journal of Music Education, 37 (2019) 4, S.561-575 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Limongi, Jorge Ramiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761419855821
Schlagwörter	Semantics; Music Education; Educational History; Program Descriptions; Musical Instruments; Teaching Methods; Grading; Foreign Countries; Social Problems; Social Values; Program Evaluation; Comparative Education; Venezuela; South America + Suchen Sie Ihr Suchwort? Semantik; Musikerziehung; History of education; Bildungsgeschichte; Musikinstrument; Teaching method; Lehrmethode; Unterrichtsmethode; Notengebung; Schulnote; Ausland; Social problem; Soziales Problem; Sozialer Wert; Programme evaluation; Programmevaluation; Vergleichende Erziehungswissenschaft; Südamerika
Abstract	Over the last years, "El Sistema" has been enthusiastically received around the world and has inspired several proposals aiming to transplant it to different contexts in different countries. It would seem, then, that "El Sistema" constitutes a renewed approach that allows a place for inclusive music education within the framework of the traditional orchestral format. The authors, both Spanish speakers, contribute a reflection on the meaning of the name "El Sistema," being a short version of the historical and traditional denomination of this project in the context that gave rise to it in Venezuela. From this initial semantic distinction, they propose a clarification of the possible confusion between system, method, and sequence of procedures. For this, they use Frega's Parametric Model, applied since 1994 for method comparison in various contexts and in equivalent tasks of sequencing analysis and/or difficulty grading. Additionally, they review historical events that gave context to Abreu's proposal and its subsequent development. In this way, they attempt to elucidate a conceptualization that does not respond to the initial context and the characteristics of its practical implementation in diverse situations. This certainly does not imply a negative conclusion regarding a practice that might be valuable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01