El papel de la Unión Europea en el desarrollo de políticas educativo-musicales en la enseñanza obligatoria

Abstract

The European Union (EU) has worked for decades from the principles of subsidiarity, proportionality and absolute respect for the educational systems of its member states, for the full development of Music Education (ME), publishing documents to consolidate its presence in the curricula national (López-García and Moya, 2017). This study has focused on locating these texts, analyzing them and selecting those that best reflect their position on the importance of this discipline. A documentary analysis has been used, where the description and interpretation of the ideas contained in the texts studied have been the main axis of the research (Bowen, 2009). The results obtained are summarized as follows: • ME is a right, so it is essential to guarantee and intensify its presence in European schools from childhood, offering all children the opportunity to acquire musical skills. • Contributes to the harmonious development of the person and improves their abilities. • ME helps to discover and protect cultural expressions by reinforcing individual and collective identities and values. • There are different models of ME in the Member States. • Member States should not reduce the space devoted to the arts in their educational policies. In conclusion, the EU recognizes the importance of ME at an early age, observes differences and inequalities in national policies and proposes a supranational program, without undermining national singularities, that unifies criteria and school curricula.