<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300074</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la evolución de los libros de texto de educación primaria desde una perspectiva crítica: estudio del repertorio musical desde 1994 hasta 2019]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the evolution of primary education textbooks from a critical perspective: study of the musical repertoire from 1994 to 2019]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da evolução dos livros didáticos do ensino fundamental sob uma perspectiva crítica: estudo do repertório musical de 1994 a 2019]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín-Liébana]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blasco-Magraner]]></surname>
<given-names><![CDATA[José Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Botella-Nicolás]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València Grupo de Investigación iMused, Valencia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València Grupo de Investigación iMused ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València Grupo de Investigación iMused ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>74</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. Los libros de texto constituyen uno de los principales objetos de estudio de la historia de la educación en tanto que depositarios de la ideología del grupo del que emanan y reflejo de los significados que configuran la cultura escolar. Por otra parte, los movimientos de pedagogía musical crítica apuestan por la utilización de un repertorio vinculado a las identidades y preferencias musicales del estudiantado. Desde esta perspectiva, este artículo de investigación presenta un estudio sobre la evolución del repertorio musical en los libros de texto de música en educación primaria en la provincia de Valencia desde 1994 hasta 2019.  Metodología.  Se han analizado 1121 piezas musicales pertenecientes a 18 manuales mediante el análisis de contenidos.  Resultados.  Los resultados indican una tendencia hacia una mayor diversidad musical, aunque con un predominio de la música clásico-romántica y folklórico-tradicional y una escasa representación de la música popular urbana.  Discusión. La progresiva inclusión de música popular urbana en los libros de texto podría servir para reconocer y dar voz a las identidades musicales del estudiantado. No obstante, dicho repertorio es muy heterogéneo y no necesariamente tiene que incluir las preferencias musicales actuales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. Textbooks are one of the main objects of study in the history of education as depositories of the ideology of the group from which they emanate and a reflection of the meanings that make up the school culture. On the other hand, critical musical pedagogy movements are committed to using a repertoire linked to the students&#8217; musical identities and preferences. From this perspective, this paper analyzes the evolution of the musical repertoire of music textbooks in primary education in the province of Valencia from 1994 to 2019.  Methodology. 1121 musical pieces belonging to 18 manuals were analyzed through content analysis.  Results.  The results indicate a trend towards greater musical diversity, although with a predominance of classical-romantic and folk-traditional music and a low representation of popular music.  Discussion.  The progressive inclusion of popular music in textbooks could be used to recognize and give voice to the students&#8217; musical identities. However, this repertoire is very heterogeneous and does not necessarily have to include their current musical preferences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Os livros didáticos são um dos principais objetos de estudo da história da educação como depositários da ideologia do grupo de que emanam e como reflexo dos significados que constituem a cultura escolar. Por outro lado, os movimentos da pedagogia musical crítica estão comprometidos com a utilização de um repertório vinculado às identidades e preferências musicais dos alunos. Nessa perspectiva, este artigo de pesquisa apresenta um estudo sobre a evolução do repertório musical em livros didáticos de música no ensino fundamental na província de Valência de 1994 a 2019.  Metodologia.  1121 peças musicais pertencentes a 18 manuais foram analisadas através da análise de conteúdo.  Resultados.  Os resultados indicam uma tendência a uma maior diversidade musical, embora com predomínio da música clássico-romântica e folclórica-tradicional, e uma baixa representação da música popular urbana.  Discussão.  A inclusão progressiva da música popular urbana nos livros didáticos pode servir para reconhecer e dar voz às identidades musicais dos alunos. No entanto, esse repertório é muito heterogêneo e não precisa necessariamente incluir as preferências musicais atuais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pedagogía musical crítica]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[manual escolar]]></kwd>
<kwd lng="en"><![CDATA[Critical pedagogy for music education]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[textbook]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia musical crítica]]></kwd>
<kwd lng="pt"><![CDATA[escola primaria]]></kwd>
<kwd lng="pt"><![CDATA[livro didático.]]></kwd>
</kwd-group>
</article-meta>
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