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The raison d'être of pedagogical practices for teachers is to look for an easy way among a thousand and one strategies that allow the student to apprehend a content, be it from any curricular area. Current education invites us to look for tools in the environment that facilitate our work and generate spaces for reflection that allow a more accessible route to learning every day, this leads to make the necessary adjustments, to make a stop along the way in the educational action only in order to improve it. The purpose of this research was to design a proposal with vallenato music as a learning facilitator in the teaching of chemistry. It was carried out in the municipality of Valledupar, under a descriptive diagnostic approach. The study showed that relating music to the teaching of chemistry constituted a valuable contribution that allowed to experience learning under a constructivist approach, overcoming the weaknesses found in the diagnosis, allowing the teacher a better classroom management.
About the author
Pharmazeutischer Chemiker, Lehrer, Master in Chemiedidaktik, Doktor der Pädagogik, Dozent an der Universidad Popular del Cesar, der Fundación Universitaria del Área Andina, der Universidad Nacional abierta y a distancia, Tutor im Programm Todos a aprender, akademischer Peer im Hochschulbereich, ICFES-Evaluator für die Beurteilung von Beförderungen.
