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This article offers a review of the various proposals for working in multicultural music education contexts. A thorough analysis permits us to confirm that the terminology related to cultural diversity is used very liberally by music teachers, demonstrating the need to review their training. These experiences interchangeably called multicultural and/or intercultural serve as an excuse for presenting a brief summary of the author’s own experience in these settings as a model which is adjusted to the principles of intercultural education. We have tried to show how these interpretations of terminology have led to applications that do not support the main aim of intercultural education, which is to ensure shared cultural reconstruction.

Revisión y análisis de las distintas interpretaciones de la interculturalidad en el aula musical