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From the starting point of Colombian experience, but also recalling that of Latin America, this paper presents the notion concerning the need of acknowledging the various forms of knowledge present among popular and traditional music -with products as well as producers- as legitimate forms of knowledge and action which must be taken into account amidst academic environments. These forms of knowledge are linked to orality, which is a particular epistemology, largely differing from written logic in main aspects. Recalling the studies on orality that -since forty years ago- have brought a new understanding of the cognitive consequences of the arrival of written word as a technology, this article warns on  the need of framing the discussion on musical education in Latin America within the dual system orality/writing, regarding them not as incompatible forms of knowledge but as complementary ways of apprehension and mastery of it, each of them having their own characteristics that ought to be considered so that each one may preserve its particular wealth and difference up the road. Finally, the paper calls on the necessity of including oral logical systems in the university, from administrative platforms that allow greater flexibility, running the risk of opening itself towards new forms of knowledge, and assuming the challenge of producing it, embracing both social actors from the cultural system as well as their own particular knowledge.

Fronteras y puentes entre sistemas de pensamiento. Hacia una epistemología de las músicas populares y sus implicaciones para la formación académica