AN ANALYSIS OF THE IDEOLOGICAL ASSUMPTIONS BEHIND COLLEGE MUSIC EDUCATION IN COLOMBIA

Based on the Modernity/coloniality theoretical project, as well as on concepts such as Bourdieu's "distinction" and Said's "textualism", this article sets out a critical appraisal to college music education in Colombia due to its Eurocentric bias. The project takes as case studies three paradigmatic college music programs at Pontificia Universidad Javeriana, the National Conservatory at Universidad Nacional de Colombia, and ASAB (Universidad Distrital Francisco Jose de Caldas), analyzing them through interviews to professors and academic administrators, and the realization of class ethnographies. Such analysis were performed in what is called here an horizontal axis, that is, the common ideological assumptions shared by professors, which constitute the epistemological frame supporting their commentaries, attitudes, and applications on college music education in Colombia.