The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation
The song establishes a central axis in the approach and organization of musical education at school. Popular traditional songs are articulated as a part of a predominant repertory in the musical practices at school. Our purpose is to critically analyze and reflect about discursive configurations in...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2025
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923 |
| Aporte de: |
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I15-R240-article-1923 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
prácticas educativas repertorio musical tradicional prácticas rituales configuraciones discursivas educational practices traditional musical repertoire ritual practices discursive configurations |
| spellingShingle |
prácticas educativas repertorio musical tradicional prácticas rituales configuraciones discursivas educational practices traditional musical repertoire ritual practices discursive configurations Polo, Maria del Pilar The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation |
| topic_facet |
prácticas educativas repertorio musical tradicional prácticas rituales configuraciones discursivas educational practices traditional musical repertoire ritual practices discursive configurations |
| author |
Polo, Maria del Pilar |
| author_facet |
Polo, Maria del Pilar |
| author_sort |
Polo, Maria del Pilar |
| title |
The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation |
| title_short |
The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation |
| title_full |
The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation |
| title_fullStr |
The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation |
| title_full_unstemmed |
The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation |
| title_sort |
discursive plots of the traditional school musical repertoire: tensions between the reproduction and the emancipation |
| description |
The song establishes a central axis in the approach and organization of musical education at school. Popular traditional songs are articulated as a part of a predominant repertory in the musical practices at school. Our purpose is to critically analyze and reflect about discursive configurations in which the musical repertoire for childhood is embedded in the educational sphere. The information collected in Teacher Training Institutes (Initial and Primary Level of Rosario, Argentina), is described and analyzed from an interpretive approach, setting a central focus on the musical experiences of the Teacher Training's students in their school career and on the musical repertoire currently used in school. The emphasis is on its use in school ritual practices, reclaiming the characteristics of the historical matrices that shape them.
Particularly, we address the treatment of traditional popular musical practices and their articulation in the construction of meanings in school with the purpose of question the underlying assumptions in the modes of production and reception of the music in the different areas of the school daily life. For this reason, we refer to a previous study on traditional collective singing in a community in the northwest of Argentina in contrast to the treatment of folklore in school. It is our intention to promote through critical analysis the recreation of practices that challenge the hegemonic discourse that prevails in school to strengthen the democratic and emancipatory musical education. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2025 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923 |
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AT polomariadelpilar thediscursiveplotsofthetraditionalschoolmusicalrepertoiretensionsbetweenthereproductionandtheemancipation AT polomariadelpilar lastramasdiscursivasdelrepertoriomusicaltradicionalescolartensionesentrelareproduccionylaemancipacion AT polomariadelpilar discursiveplotsofthetraditionalschoolmusicalrepertoiretensionsbetweenthereproductionandtheemancipation |
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2025-09-04T05:02:03Z |
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2025-10-04T05:02:18Z |
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1845026240784760832 |
| spelling |
I15-R240-article-19232025-09-17T19:14:08Z The discursive plots of the traditional school musical repertoire: Tensions between the reproduction and the emancipation Las tramas discursivas del repertorio musical tradicional escolar: Tensiones entre la reproducción y la emancipación Polo, Maria del Pilar prácticas educativas repertorio musical tradicional prácticas rituales configuraciones discursivas educational practices traditional musical repertoire ritual practices discursive configurations The song establishes a central axis in the approach and organization of musical education at school. Popular traditional songs are articulated as a part of a predominant repertory in the musical practices at school. Our purpose is to critically analyze and reflect about discursive configurations in which the musical repertoire for childhood is embedded in the educational sphere. The information collected in Teacher Training Institutes (Initial and Primary Level of Rosario, Argentina), is described and analyzed from an interpretive approach, setting a central focus on the musical experiences of the Teacher Training's students in their school career and on the musical repertoire currently used in school. The emphasis is on its use in school ritual practices, reclaiming the characteristics of the historical matrices that shape them. Particularly, we address the treatment of traditional popular musical practices and their articulation in the construction of meanings in school with the purpose of question the underlying assumptions in the modes of production and reception of the music in the different areas of the school daily life. For this reason, we refer to a previous study on traditional collective singing in a community in the northwest of Argentina in contrast to the treatment of folklore in school. It is our intention to promote through critical analysis the recreation of practices that challenge the hegemonic discourse that prevails in school to strengthen the democratic and emancipatory musical education. La canción constituye un eje central en la organización y el abordaje de la educación musical en la escuela. En particular las canciones populares tradicionales se articulan en su devenir como parte de un repertorio preponderante en las prácticas musicales de la institución escolar. Este trabajo tiene elpropósito de analizar y reflexionar críticamente sobre las configuraciones discursivas en las que se entrama el repertorio musical para las infancias en la esfera educativa. Desde un enfoque interpretativo, se describe y analiza la información recolectada en Institutos de Formación Docente (Nivel Inicial y Primario de Rosario, Argentina), vinculada conlas experiencias musicales de las y los estudiantes de los profesorados a lo largo de su trayectoria escolar y con el repertorio musical dispuestoen la escuela en la actualidad. Se hace énfasis en su utilización en las prácticas rituales escolares, recuperando las características de las matrices históricas que las conforman. Particularmente se aborda el tratamiento de las prácticas musicales populares tradicionales y su articulación en la construcción de sentidos en la escuela. La finalidad de dicho abordaje es interpelar los supuestos que subyacen en los modos de producción y recepción de la música en la cotidianeidad escolar. Para ello se hace referencia a un estudio previo sobre el canto colectivo tradicional en una comunidad del noroeste argentino en contraste con el tratamiento escolar del folklore. Se pretende promover a través del análisis crítico la recreación de prácticas que interpelen al discurso hegemónico que prevalece en las escuelas en pos de fortalecer una educación musical democrática y emancipadora. IRICE (CONICET-UNR) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923 Revista IRICE; Núm. 48 (2025); e1923 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923/3272 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923/3287 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923/3274 Derechos de autor 2025 Maria del Pilar Polo https://creativecommons.org/licenses/by-nc-sa/4.0 |