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 |
| Publicado: |
IRICE (CONICET-UNR)
2025
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1923 |
| Aporte de: |
| Sumario: | 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. |
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