La Educación Musical en Latinoamérica: Reflexiones entre la Estética Decolonial y Altermoderna

Abstract

Since the original System of Music Education emerged in Venezuela as a social project, many networks that echo its successful development are implemented in several countries in Latin America. They, however, face the challenge of becoming a formative alternative for the enhancement of human sensibility from the assessment of the characteristics of particular social contexts as an epistemological position that assumes the rupture not only of economic precarities but of the understanding of the Musical art as a transforming experience. In this way arises the reappropriation of aisthesis as a sensitive perception, distancing from a classical conception close to the aesthetics of the beautiful, which on the other hand implies coloniality manifested in the uncritical reproduction of educational principles in the field of music, From pillars such as repertoires, instruments, methodological proposals of European origin, among other aspects. Also the question about the formation as search or impulse of a human becoming from the emergence of a new altermodern culture emerged in the globalized mestizaje. This reality summons the reflection of the higher education programs who face the growing conflict by disintegrating the scaffolding of tradition, focusing on the formation of creative thinking and expressive education.