Resumo

La actual Ley de Educación española (LOMCE)ha modificado la estructura del sistema educativo de este país, vigente desde el año 1990.Esto ha afectado a la enseñanza de la música, que ha pasado a ser una asignatura optativa. Sin embargo, esta ley considera que las Comunidades Autónomas1y los centros docentes podrán planificar asignaturas que se adapten a sus recursos y necesidades reales. En este artículo se dan a conocer la situación actual de la Educación Musical en Primaria y las características curriculares generales propuestas por las normas estatales y autonómicas. Además, se exponen las posibilidades de los centros educativos para diseñar asignaturas propias. Para ello, se ha utilizado el análisis documental relacionado con el contexto educativo-musical actual de la enseñanza primaria española. Finalmente, se presentan las conclusiones derivadas de este proceso de búsqueda y análisis y se abren nuevas vías a investigaciones futuras.

Music education and curricula in Spanish primary schools: from general laws to regional legislation

The current Spanish Education Law (LOMCE) has modified the structure of the educational system of this country, in force since 1990. This has affected the teaching of music, which has become an optional subject. However, this law considers that the Autonomous Communities and the teaching centers are able to plan subjects adapted to their resources and real needs. In this article, the current situation of Music Education in Primary schools and the general curricular characteristics proposed by the State and regional laws is presented. In addition, the possibilities of the educational centers in the design of their own subjects are exposed. For this, the documentary analysis related to the current educational and musical context of Spanish primary education has been used. Finally, the conclusions and analysis derived from this search as well as new lines for future researches are show.