ROGERIAN THEORY, MUSIC AND RELATIONSHIPS IN THE RE-SIGNIFICATION OF LEARNING IN THE SCHOOL ENVIRONMENT

Abstract

Considering the way learning is currently given and realizing the lack of appreciation of the emotions and relationships that compose it, added to the fact that it does not bring to light the individual's holistic knowledge, this article aims to provide a clear and concrete reflection that aims to find, through music and the relationships within it, ways to make this process, which is very present in the field of psychology, richer and more genuine. Trapped by a non-productive methodology and without realizing the richness of learning, many students are unable to see this process in a beneficial way and with true meaning. Through this, Rogerian theory regarding learning, called Student-Centered Learning, becomes a great contributor to the reframing of the way in which this process has been carried out. Carl R. Rogers, also touched by this theme, develops his theory seeking to value the teacher-student relationship, affective and social issues, seeing the student in a totally holistic way so that he can then find the meaning of this entire process. Thus, this article conceptualizes learning according to Carl Rogers and how he reached his conclusions regarding learning processes, relates his theory to the importance of music in learning and, finally, highlights the importance and role of the teacher and student for learning performance. To this end, bibliographical reviews are carried out to construct such an article.