23.7. 1993 Vitoria-Gasteiz / Spain - World Federation of Music Therapy

different lights, benefitting both the educator and
especially the therapist. If as a text, it is alteration
(Proust's theory) and autonomy (Valéry's theory), then
the creation and experience of this sensitive language
contribute to the expression of our ego, ever
discovering some subconscious element which both
reveals and hides. This is precisely due to the fact that
music always has a gap which is filled by the
imagination of a person and where the specific stamp of
the subject is left (such as with one's voice).
Talking directly to our body, to our mind or to our
emotions, evoking, associating and integrating
experiences, this spiritual activity "obtained through
fantasy directed by calculation" (Juan Carlos Paz, 1977)
shows similarities to dynamism and the productions of
the subconscience: condensation techniques, using the
same materials for two different meanings, the three
large groups catalogued by Freud within the funny
996
process which includes creativity, where doing and
experimenting generate a scheme of meanings which
form a part of human behaviour and thought.
Esta Comunicación gira en torno al tema "Música y
Educación", y en ella tratamos de demostrar que:
La Música es una forma de comportamiento, que
produce cabezas pensantes y que desempeña un
papel considerable en la formación del individuo, de la
sociedad, del pueblo, de la colectividad, en el sentido
de que en las artes se cifra la esperanza de un futuro
por encima de clases, y de que en ellas se generan los
elementos claves de una práctica liberadora. Como
experiencia fenomenológica y triádica, con analogía en
las categorías del pensamiento y de la naturaleza de
Peirce, la música es un lenguaje que permite realizar
diferentes lecturas, beneficiando al educador y