¿Qué canciones infantiles se trabajan en el aula universitaria? Guías docentes y realidades educativas desde una visión comparada

Abstract

The different legislative reforms have strengthened the inclusion of a varied repertoire in the subject of Music, oriented to expand a musical bag respectful with different musical manifestations. Despite this, traditional-popular music does not have a special presence in the teaching guides of Early Childhood and Primary Education: advocates the use of a classic-romantic repertoire for Primary and the popular-traditional substrate is reserved for Pre-School Education. In this context, the autonomic competences have determined the elaboration of educational curricula, in compulsory education and in grades. Thus, this research analyzes the presence of the traditional-popular musical substrate in the teaching guides of the Grades of Infant and Primary Education, the universities of Valencia, Granada and Complutense in Madrid. The results show that, despite the legislative defense of an own musical product, it is not consolidated in these guidelines.