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This paper refers a case study carried out in a music classroom situated in a public elementary school. Our focus was both on the teacher’s way of teaching and the pupils’ explicit and implicit learnings outputted in order to study from an intercultural approach how this process of teaching and learning is produced in that classroom. After collecting data and thereafter study, we found that the teacher’s emphasis on the musical language aspects throughout the motivation of students in the end relegates to the background the authenticity of the musical experience, despite her interest for musicality and students empowerment.

Interculturalidad en el aula de música de Educación Primaria. Un estudio de caso desde una perspectiva postcolonial.