Reconocimiento identitario y academicismo en el currículum musical de educación primaria

Pablo Marín-Liébana; José Salvador Blasco Magraner; Ana María Botella Nicolás

doi:10.18172/con.4886

Authors

Pablo Marín-Liébana
José Salvador Blasco Magraner
Ana María Botella Nicolás

DOI:

https://doi.org/10.18172/con.4886

Keywords:

Music education, critical pedagogy, primary education, educational policy, curriculum

Abstract

In recent years, interest in the recognition of the musical identities of students in the educational system has grown. Different critical theories support the need to give them a voice and include their musical preferences at different curricular levels. In this sense, the objective of this work is to analyze the representation of the students’ musical identities and preferences in the official curriculum of primary music education during the last three decades. For this, a content analysis methodology has been used, in order to study the repertoire prescribed during the three reforms that have taken place since 1990. It has been found that the curriculum presents direct or indirect references to the repertoire. The former are mainly made up of folk-traditional music and currently also academic, although most of them are indeterminate references that leave flexibility of choice to teachers. Within the indirect references, they favor academic music and its formal learning system. Besides, students’ preferences and identities are practically non-existent. Therefore, it is concluded that the musical curriculum studied is academiccentered and does not reflect the proposals of critical musical education.

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