A way of understanding our individual and collective relationship with music anchored in the characteristics and needs of individuals according to their own experiences continues to pave their way to the empowerment of people and their ability to manage their own learning. But this time, and after many years of practice and research, the project “Musicar” does it crossing borders.

The 2nd edition of the International Decolonial Music Education Seminar, will take place in 2018 in Costa Rica and Argentina, is the clearest proof that “Musicar” approach continues to consolidate.
This virtual seminar will be developed with the Musical Experience Study Laboratory (LEEM) and the Popular Music Technique of the National University of La Plata (Argentina).

Guillermo Rosabal Coto, founder of “Musicar”, promotes the internationalization of the project through a program that is already accredited by the National University of La Plata.

In addition, in 2017 the project initiated interactions with teachers and students from Toronto, Canada, an international experience that will continue in this 2018.
At the national perspective, “Musicar” has provided a new pedagogical approach in musical education programs implemented by the Ministry of Public Education (MEP), since 2008 for secondary and from 2013 for primary. This as a result of the consolidation of the theory and methodology of “Musicar” approach: “the postcolonial institutional ethnography of musical learning”.

“Musicar” approach began its development in the classrooms of the School of Musical Arts (EAM) of the University of Costa Rica.
In university courses, about a thousand students went through this new way of learning music with a critical treatment and decolonial theoretical support.

Also, according to Rosabal, teachers of music education and more than 20 National and Regional Advisers of Music Education of the Ministry of Public Education (MEP) participated in direct training in the Musicar approach, precisely because it is the main theoretical and pedagogical axis that permeates public music education programs.
Rosabal has also presented papers about “Musicar” in Brazil, Canada, China, the United States, Finland, England, and Norway, from the International Society of Music Education (ISME) and the Society for the Study of Social Problems (SSSP).

Musical Showcases
In November 2017, the “Musical Showcases” were developed, an event where students participating in the “Musicar” project share their work.
One of the projects presented was of John Paul Da Bosco, called “I feel, then I compose”. The project consists of an approach, based on the experience cultivated in “Musicar”, that starts from the daily baggage composed of the experiences, emotions and the literary and musical capacity of each person. Da Bosco will take this project to the education system in China, in 2018.
Also, a group of students of “Musicar” presented their experience in developing interdisciplinary projects with the School of Communication Sciences of the Univeristy of Costa Rica.


Jafeth Mora Rojas

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