The Colonial Wound in the Origins of Costa Rican School Music Education

This essay intends to respond to the “why” and “what for” of the exclusion and colonialism implicit in the objectives of Costa Rican school music as it was institutionalized in the 19th century. It begins with the description of the political process that serves as backdrop of the study, namely, the...

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Main Author: Rosabal Coto, Guillermo
Format: Artículo
Language: Español
Published: UCR 2013
Subjects:
Online Access: http://revistas.ucr.ac.cr/index.php/estudios/article/view/12705
http://hdl.handle.net/10669/19871
Summary: This essay intends to respond to the “why” and “what for” of the exclusion and colonialism implicit in the objectives of Costa Rican school music as it was institutionalized in the 19th century. It begins with the description of the political process that serves as backdrop of the study, namely, the identity project of the Costa Rican nation. The problem at stake is then discussed under the lens of postcolonial theory and some elements of the feminist critique to music education and critical pedagogy. General educational actions and specific research approaches are proposed to overcome exclusion and colonialism in the formulation of objectives in Costa Rican music education.