Musician’s health: Reflective dialogic questions as a pedagogical strategy

Authors

DOI:

https://doi.org/10.33448/rsd-v10i4.14177

Keywords:

Education; Music; Student health.

Abstract

This paper aimed to develop reflective dialogical questions about risk factors of musical practice as a pedagogical strategy for the prevention of musculoskeletal injuries in music students. This is a literature review, with an exploratory, interpretive and propositional strategy. Additionally, in order to support the discussion, a survey of scientific articles indexed to the Scielo and Google Scholar platforms was carried out. The results were divided into three sections. The first section concerns the possibilities and limitations of educational dialogues in promoting learning. The second section presents a brief contextualization of musculoskeletal injuries related to music education. The third section presents reflective dialogic questions about risk factors of musical practice as a pedagogical strategy for the prevention of musculoskeletal injuries in music students. In the end, it was concluded that reflective dialogic questions can be a way to break communication barriers. They can provide new dynamics in the flow of teaching and learning about the health of the musician and can make it possible to reduce the number of absences from music education due to problems related to musculoskeletal injuries.

Author Biographies

André Leite de Farias, Universidade Católica de Brasília

Doutorando em Educação do Programa de Pós-graduação em Educação da Universidade Católica de Brasília.

Professor de Saúde do Músico da Escola de Música de Brasília.

Valdivina Alves Ferreira, Universidade Católica de Brasília

Docente e pesquisadora do Programa de Pós-graduação em Educação da Universidade Católica de Brasília.

Luiz Síveres, Universidade Católica de Brasília

Professor e Pesquisador do Programa de Pós-Graduação em Educação da Universidade Católica de Brasília.

References

Barton, R., & Feinberg, J. (2008). Effectiveness of an educational program in health promotion and injury prevention for Freshman music majors. Medical Problems Performing Artists. 23(2):47–53.

Frank, A, & Mühlen, C. A. (2007). Queixas Musculoesqueléticas em Músicos: Prevalência e Fatores de Risco. Rev Bras Reumatol, 47(3), 188-196.

Freire, P. (1987). Pedagogia do Oprimido. (17a ed.), Paz e Terra.

Freire, P. (2001). Pedagogia da Autonomia: saberes necessários à prática educativa. (20a ed.), Paz e Terra, 2001.

Guedes, E. C. (2007). Alteridade e Diálogo: uma meta-arqueologia da educação a partir de Emmanuel Lévinas e Paulo Freire. Tese (Doutorado em Educação). João Pessoa (PB): UFPB.

Kreutz, G., Ginsborg, J., & Williamon, A. (2008). Music students’ health problems and health-promoting behaviours. Medical Problems of Performing Artists. 23(1), 3–11.

Lederman, R. J. (2003). Neuromuscular and musculoskeletal problems in instrumental musicians. Muscle & Nerve. 27(5), 549-561.

Lefstein, A. (2010). More helpful as problem than solution: some implications of situating dialogue in classroom. In: LITTLETON, Karen e HOWE, Christine. Educacional Dialogues: understanding and promoting productive interaction. Routledge.

Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry. International Journal of Educational Research.

Okner, M. A. O., Kernozek, T., & Wade, M. G. (1997). Chin rest pressure in violin players: musical repertoire, chin rests, and shoulder pads as possible mediators. Medical Problems of Performing Artists, 12(4), 112-121.

Pederiva, P. L. M. (2005). O corpo no processo de ensino-aprendizagem de instrumentos musicais: percepção de professores. Dissertação (Mestrado em Educação). Brasília (DF): UCB.

Rosa, B. C. (2007). Educação para a cidadania: uma exigência constitucional para a efetivação da democracia no Brasil. Dissertação (Mestrado em Direito Constitucional). Fortaleza (CE): Unifor.

Roset-Llobet, J., Rosinés-Cubells, D., & Saló-Orfila, J. M. (2000). Identification of risk factors for musicians in Catalonia (Spain). Medical Problems of Performing Artists, 15(4), 167-74.

Rother, E. T. (2007). Revisão sistemática X revisão narrativa. Acta Paulista de Enfermagem, 20(2), v-vi.

Rotter, G. et al. (2019). Musculoskeletal disorders and complaints in professional musicians: a systematic review of prevalence, risk factors, and clinical treatment effects. International Archives of Occupational and Environmental Health.

Síveres, L., & Vasconcelos, I. C. O. (2018). DIÁLOGO: um processo educativo. Cidade Gráfica Editora.

Stanhope, J. et al. (2019). Have musicians’ musculoskeletal symptoms been thoroughly addressed? A systematic mapping review. International Journal of Occupational Medicine and Environmental Health, 32(3):291 – 331.

Steinmetz, A. et al. (2012). Playing-related musculoskeletal disorders in music students-associated musculoskeletal signs. European Journal of Physic and Rehabilitation Medicine. 48.

Trelha, C. S. et al. (2004). Arte e Saúde: Freqüência de sintomas músculo-esqueléticos em músicos da orquestra sinfônica da Universidade Estadual de Londrina. Semina: Ciências Biológicas e da Saúde. 25, 65-72.

Vosgerau, D. S. A. R., & Romanowski, J. P. (2014). Revista Diálogo Educacional. 14(41), 165-189.

Wu, S. J. (2007). Occupational Risk Factors for Musculoskeletal Disorders in Musicians: A Systematic Review. Medical Problems of Performing Artists. 22(2), 43-51.

Published

14/04/2021

How to Cite

FARIAS, A. L. de; FERREIRA, V. A.; SÍVERES, L. Musician’s health: Reflective dialogic questions as a pedagogical strategy. Research, Society and Development, [S. l.], v. 10, n. 4, p. e37810414177, 2021. DOI: 10.33448/rsd-v10i4.14177. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/14177. Acesso em: 8 may. 2021.

Issue

Section

Education Sciences