PEDAGOGICAL AND DISCIPLINARY STANDARDS FOR MUSIC TEACHING CAREERS: THOSE WHO (DON'T) UNDERSTAND

Abstract

In this article I discuss, through a heuristic comparative analysis and from a perspective situated in the socio-critical paradigm and critical pedagogy, the recently published Pedagogical and Disciplinary Standards for Music Pedagogy Careers. For this, I explain the construct of Pedagogical Content Knowledge (PCK) on which the standards are based, and then analyze the documents. In the review, the concept of teacher researcher emerges, for which I develop the epistemological and methodological foundations to support it. After the analysis, I evidenced a series of weaknesses and inconsistencies, both in the interpretation and operationalization of the PCK. I also note that the Standards fail to consistently base the formative sense and inclusion of the Music Education discipline in the current curriculum. Finally, I reflect on the paradox of relating standardization policies to significant educational improvements in a context dominated by neoliberalism. This with the purpose of critically and deeply understanding the recently published documents and at the same time giving new perspectives to improve pre-service teacher education.