La herida colonial en los orígenes de la educación musical escolar costarricense

Abstract

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.