Technology for the socialization of musical pedagogical heritage in the Cuban public school of the Neocolonial Republic

Abstract

The present work is based on an investigation that has the purpose of unraveling the heritage and identity values ​​of musical education that was conceived for the Cuban public school of the Neocolonial Republic, in light of the successes of the good practices that In this field they characterize a country, which makes marked contributions and is recognized worldwide for the quality and originality of its music. In this effort, the investigation contemplates the work of relevant personalities in the direction of this matter in State institutions. Among them, Joaquín Rodríguez Lanza y Carbonell and César Pérez Sentenat stand out for their work. To reveal their contributions, we delve into the documents they prepared, including: programs, repertoires, methodological suggestions, scores, articles from specialized magazines, improvement courses for teachers, model classes and laminars of musical instruments. In addition, the testimony of pedagogues of recognized prestige is collected, who worked with these personalities and who were co-participants in their professional work. With these results, a technology is conceived for the socialization of this knowledge with teachers in charge of music education in four socio-educational spaces for the training of music educators. Its viability is verified through critical reflection workshops and focused testimonies, which show that the socializing alternatives applied are pertinent in allowing us to rethink pedagogical practice to articulate history and current events.