Challenges for music education in secondary school. Gender violence, adolescence and song
Abstract
Making progress in reducing gender violence is an imperative for today's societies that implies taking concrete actions for the education sector. This study was carried out with the purpose of problematizing the social function of musical education at the level of general secondary basic education within the framework of the programs of the New Mexican School 2022, assuming the challenge of contributing to the reduction of these forms of violence. The questions that have guided us investigate the stylistic and thematic characteristics of the song of adolescent taste and the representations of femininity and masculinity expressed in them. The research is of a qualitative nature, initiated through the application of an express questionnaire from which an analysis was carried out from the interpretative approaches of descriptive statistics and another subsequent one from the gender perspective. It was identified that in the discourse singing about gender and love, the narrative perspective is predominantly masculine and that their stories reproduce the asymmetries of the patriarchal hierarchy often with violent stories that naturalize the objectification of women, drug use and illicit enrichment. . It is concluded that the 2022 study programs for basic secondary education in Mexico facilitate the inclusion of the song as learning content in a reflective articulation that promotes the construction of conceptual tools for a critical cultural consumption that is considered urgent.
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