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In this work we aim to discuss some ontological and epistemological problems of musical education that show the predominant paradigms of music training at a higher level, in order to propose a new didactic perspective based on the thesis of embodied music cognition, which considers the transit from solipsism to intersubjectivity. The paper is organized in three parts: in the first part, we approach the ontological question of the traditional teaching of music from a critical point of view; in the second part, we develop the argument of the epistemological change in music education; and in the third part, we propose some contributions of other ways of assuming musical education, including a new conception of the subject and its relationship with others, as a fundamental part of the learning process.

La didáctica musical entre la primera y la tercera persona: hacia una perspectiva de segunda persona en la formación de músicos profesionales