Decontextualized academic training for music educators

Una formación académica descontextualizada para educadores musicales

The evolution and coherence of the curricula of the Bachelor of Music program at the Universidad del Cauca were analyzed in relation to the real needs of the context of popular music and how, through its structure, it includes the conception and valuation of the manifestations of the Colombian and Latin American musical context. Documentary analysis techniques, surveys and focus group interviews were used. It is of an exploratory qualitative nature, approached from a holistic perspective and based on the understanding and analysis of the facts. From the review and analysis of the documents, it was shown how its curricular structure excludes the study of the music of the context, privileging the hegemony of European music. This was corroborated by the experience of active students, teachers and graduates. From these approaches, approaches to the concepts of curriculum and some categories such as popular and traditional music were contemplated, which allowed us to evidence the decontextualization of the program. From the analysis it was concluded that the circumstances in which attempts have been made to learn about and practice traditional music correspond to individual initiatives and that the pedagogical and curricular model has been maintained over time.