ABSTRACT
Music teachers’ professional knowledge is influenced by the cultural contexts from which it springs and the social contexts in which it is displayed, internalized and enacted. In a common search for improved practices, there are, however, few discussions on how cultural conditions and social representations of music and music education in our societies affect the ways in which we think and act in relation to the teaching of music. It is not unusual among scholars to approach the field of professional knowledge in music education as if everything was agreed and undisputed.
