Abstract
From a qualitative approach and a performative analytical perspective, we surveyed the presence of various musical languages, taking as case of study the traditional Mapuche educators who incorporate curricular devices in schools with bilingual education programs (EIB), in Puerto Montt, Chile. Our main reflections point to survey decolonization strategies applied in the classroom, which appeal to the growth of musical repertoire extending the traditional notion of the Mapuche song (ul). For traditional teachers, this new notion includes some epewkantun,besides songs with didactic functions (employed as mnemonic resources), and winka (non Mapuche) songs (remix of urban musical expressions). These new musical practices aim at favoring the ethnic reaffirmation of students from a disruptive paradigm with the essentialist notion of culture. These curricular transitions create a new framework in the musical practices in the intercultural education, characterized by the incorporation of “politically naive” songs.
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