The presence of coloniality in the constitution of curricula of undergraduate music courses in higher education institutions in Latin America and the Caribbean

Abstract

This paper seeks to highlight the presence of coloniality in Latin American music higher education. Data from Spanish and Latin American universities was collected and their curricula were analyzed. Based on the analysis, one can notice similarities between these courses, which prove the perpetuation of coloniality, such as the naturalized reproduction of Eurocentric musical knowledge and the exclusion of other knowledge, and the implication of classical music as a pertinent means of musical study and practice. With a bibliographical base on decoloniality and coloniality, the article aims to reflect on how higher education positions itself to represent music education, questioning the possibility of opening to the coexistence of diverse musical manifestations in the environment, from a decolonial point of view.