ABSTRACT
This chapter address the musical repertoires of music teachers trained in universities in Chile between 1969 and 2010. From a perspective that connects power and knowledge, I aim to identify and understand relationships between social-cultural background and university education, in combination with the historical periods in which music educators graduated. The theoretical basis combines contributions from musicology and the sociology of education. Using a qualitative approach. A questionnaire of socio-musical characterization was distributed to music teachers from Chile (n = 109), chosen through purposeful sampling. In addition, I consulted documentary sources on educational policies and the history of music education in Chile. In the analysis, I applied qualitative content analysis and created categories based on theoretical sources. The results obtained show different ways of understanding musical repertoires and the predominance of musical repertoires from students’ social-cultural background with respect to their university education. At the same time, I found relationships between musical genres, patterns of university education, and historical periods, and thus focus on the kind of discourses underlying them. Conclusions raise questions regarding the impacts of university education on the trajectory of music teachers, and how teacher education programs can integrate the musical repertoires derived from students’ socio-cultural background of their students into the professional knowledge; now as a recontextualised knowledge. Further, the chapter explores the need to understand musical repertoires as key cultural devices for music education as they are intrinsically linked to social-cultural and historical contexts.
