Davys Enrique Espindola Moreno
@orcid.org
European Doctor of Education
University of Aveiro
Davys is a violinist, music performance teacher, and music therapist. In the course of his work, he has promoted the development of children's orchestras to democratise the teaching of music in the first and second cycles of basic education and music therapy intervention.
He has master's degrees in Music Education (Chile) and Music Therapy (Brazil). During the development of his doctorate, he carried out a doctoral internship in the Department of Music Informatics at the University of Milan (Italy).
Davys was recently awarded the Title of European Doctor of Education by the University of Aveiro (Portugal) with the thesis entitled: Inclusion of Children with Cerebral Palsy in Arts Education Programmes of Music: From Research to Action. His current area of research is centred on promoting the participation of all children in music teaching/learning processes, bringing out the best in each of them so that there is no need to talk about inclusion.
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Social Sciences, Music, Multidisciplinary
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Davys Enrique Espíndola Moreno, Antonio Augusto de Freitas Gonçalves Moreira, Oksana Tymoshchuk, and Carlos Pires Marques
Ludomedia Unipessoal Lda
To promote access, participation, and success for children with Cerebral Palsy (CP) in the Arts Education Programmes of Music (AEPM), we started an action research project in 2018. To this end, we have already carried out: initial awareness training for music education teachers; the characterisation of the child with CP that gave rise to the study; and three integrative literature reviews to find out the state of the art in this area. As a result of this work, there was a need to highlight the needs of professionals working with children with disabilities (hearing, visual, motor, intellectual, and communication) to improve their practices. To this end, interview scripts were drawn up and validated by professionals specialising in technology, music education, school inclusion, and health. Based on these scripts, we interviewed 14 music professionals who had already been working with children with disabilities in their classes between January 2021 and January 2022. These interviewees authorised the audio recording and processing of their interviews through informed consent. The interviews were transcribed and validated by the respective interviewees. The content was analysed using webQDA software. The results show that teachers are unaware of current methodologies and strategies for working with children with CP in the AEPM, as these children do not attend this type of education. In addition, teachers have little knowledge of their specific needs, and neither the knowledge nor the Assistive Technologies to facilitate these children's communication and participation in the AEPM. Finally, the results demonstrate the need to promote teacher training in this area and implement changes in educational policies to transform Artistic Music Education, and more specifically the AEPM, into an education for all.
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Ludomedia Unipessoal Lda
To promote the attendance of children with Cerebral Palsy (CP) at Arts Education Programmes of Music (AEPM), we initiated an action research project in 2018. Our work included providing initial awareness training for music education teachers, characterising the child with CP who inspired the study, and conducting three literature reviews to examine current knowledge in this area. As a continuation of this work, this study aimed to understand parents' perspectives on music education for children with CP, identify existing barriers to participation in music education, and determine the necessary resources and adaptations required to create truly inclusive musical learning environments. To this end, we conducted interviews with 14 parents of children with CP between January 2021 and January 2022. All participants provided informed consent for the audio recording and processing of their interviews. The interviews were transcribed and validated by the participants. The content was analysed using webQDA software. The analysis revealed several key findings from the parents' perspectives: (i) social and structural barriers continue to limit full access and attendance for children with CP in the AEPM that offers Artistic Schools; (ii) children whit CP demonstrate strong interest in and capacity for musical engagement; and (iii) teachers have little knowledge about the specific needs of children with CP and are unaware of up-to-date technologies, methodologies and strategies that facilitate the teaching-learning processes of children with CP in the AEPM. Ultimately, the results underscore two key needs: the need for enhanced teacher training in this area and the reform of educational policy to make AEPM truly inclusive for all students.
Lucius Vinicius-Filho, Oksana Tymoshchuk, Rita Oliveira, Davys Moreno, and Lídia Oliveira
Springer Nature Switzerland
Davys Moreno, Helder Caixinha, Nicola Davanzo, and Federico Avanzini
ACM
A child with motor and communication disabilities due to cerebral palsy learned music and piano in an artistic school in Portugal through an intervention that emphasized pedagogical differentiation and curricular adaptations, integrating technology, software, and assistive devices. This article introduces the Netychords Accessible Digital Musical Instrument (ADMI), which the child uses alongside Assistive Technologies to perform on a virtual piano with the Symphony Orchestra of the University of Aveiro. Netychords demonstrates how digital technologies can create accessible instruments, enabling musical expression for individuals with motor limitations. The adaptive design process behind Netychords, tailored to the child's abilities, serves as a model for similar solutions in special needs contexts. By extending access to music education and artistic participation, such innovations highlight the potential of inclusive approaches to empower individuals with disabilities, fostering creativity and enabling active involvement in cultural and artistic endeavours.
Juan Luís Cabanillas-Garcia and Davys Moreno
Ludomedia Unipessoal Lda
En abril de 2023 se realizó un Taller de Capacitación en métodos mixtos en Educación e Investigación en Salud en la Universidad de Aveiro. En esta capacitación se planteó un problema sobre qué es el plagio y/o el autoplagio, encontrándonos con muy pocas respuestas correctas sobre la definición de estos conceptos. Esto nos llevó a cuestionarnos qué se sabe realmente sobre este tema y dónde podemos encontrar ejemplos concretos de plagio y autoplagio que han pasado desapercibidos en la sociedad. Para llevar a cabo este estudio, se realizó una revisión bibliométrica y sistemática de literatura, entre los años 2014 y 2022, en las bases de datos Internacionales WOS y SCOPUS con el uso de las palabras-claves “Plagio”, “Científico” y “Educación”, utilizando el Software VOSViewer. Como resultado de esta búsqueda, fueron seleccionados 40 documentos con mayor impacto en el área de educación, analizando el contenido de sus resúmenes y conclusiones por medio del CAQDAS NVivo. Entre las conclusiones obtenidas, observamos que existe una necesidad real de dar a conocer: diversas instancias recurrentes de plagio y autoplagio que ocurren en entornos académicos de educación superior y modelos analíticos que arrojen luz sobre los momentos propensos a estas conductas, ofreciendo recomendaciones concretas para prevenir su persistencia. Como limitación, por ser este un estudio exploratorio, no fueron comparados los resultados obtenidos con otras bases de datos, como por ejemplo ERIC. Por último, para obtener en el futuro datos más significativos, pretendemos ampliar esta investigación realizando entrevistas y grupos focales a diferentes estudiantes y profesionales de la educación, para comparar las informaciones compiladas con nuevas búsquedas, más amplias, que incluyan otras bases de datos.
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Springer Nature Switzerland
Davys Moreno, Júlia Azevedo, Bernardo Lima, and Nicola Davanzo
Nova Southeastern University
In Portugal, in 2018, an action-research project began to find solutions so that children with cerebral palsy (CP) could learn music in Arts Education Programmes of Music (AEPM). When conducting the characterisation of the child with CP, which gave rise to the study, and a series of literature reviews to find out what has been done in this area, we came across several works related to different Accessible Digital Musical Instruments (ADMIs) which can be employed by users with different needs. In the present case of the child under study, two of these ADMIs were chosen and used because of the opportunities they offer: Netytar and Netychords. These instruments allowed the child to access an artistic school near their residence after the respective admission test. In the Intervention Project (IP), which lasted six months, we analysed how the entry process was carried out, so we qualitatively studied the music teachers' field diary records. This situation included several interviews and conversations with the educational community involved. More specifically, the following were analysed: (i) the process of the child's entry into the artistic school; (ii) the work done by the piano teacher in the first three months of the study; (iii) the curricular adaptations proposed by the music teachers (MTs) of the ensemble and music training class so that the child could fulfil the proposed objectives; and (iv) the arrangements and musical compositions adapted so that the child could fulfil the demands of the school programme. As a result, we noticed that the peers of the child with CP adapted much better to the participation processes in favour of inclusion than the adults involved, probably because among the adults there was fear in the face of a still unknown situation, as is the case of working with a child who accesses information and music teaching unusually. We also noticed the urgent need for specific training and supervision among all involved - MTs, operational assistants (OAs), and parents/guardians (PGs). We were faced with the need for training in minor details such as accompanying the child with CP to move and use the toilet. In other words, it is necessary to prevent and prepare, empowering those involved with a series of skills so that children with special needs can fully and actively participate in this type of education.
Nicola Davanzo, Federico Avanzini, Luca A. Ludovico, Davys Moreno, António Moreira, Oksana Tymoshchuk, Júlia Azevedo, and Carlos Marques
Springer Nature Switzerland
Davys Moreno and
Ludomedia
Early Childhood Education in Portugal and Chile is considered the first stage of Basic Education in the process of lifelong education. To overcome the artistic-musical limitations of Kindergarten Educators, an Intervention Project was developed in Chile between 2011 and 2013, in 3 kindergartens of the network of the Junta Nacional de Jardines Infantiles de Chile, which included a Music Training Programme. The aim of this Training Programme was to improve the music skills of 18 educators, including learning the violin instrument through the methodology of Doctor Shinishi Suzuki. After the completion of this Training Programme, the Educators replicated the knowledge obtained with the children to learn the violin instrument. The present study aims to evaluate the results obtained in the Intervention Project. To this end, two questionnaire surveys were prepared and validated, aimed at the Kindergarten Educators and the Parents and Guardians of the children involved. From the analysis of the answers obtained, it was concluded that the Kindergarten Educators consider that they developed good collaborative work, improved the coexistence and sharing of knowledge, learned new methodologies, through significant learning, including the learning of the violin, and the incorporation of music in their activities with the children. They felt valued as people and that others believed in them as professionals. They were able to learn and replicate the knowledge acquired and felt they produced an improvement in the children's developmental areas, which was also recognised by the parents. Finally, this study is a real contribution to validate this type of projects by showing that if we enhance the skills of Early Childhood Educators in Music, they can replicate their knowledge with the children they work with. Future projects of this type may be replicated, in other contexts, namely in Portugal.
Davys Moreno and Ana Maia
Springer Singapore
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Springer International Publishing
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Springer International Publishing
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Ludomedia