The Peripheral Curriculum: Music Education as a Way of Transformation and Social Justice in Children's Lives

Abstract

At the root of public education is the concept of equal access to learning for all citizens, no matter what their social background might be. Public school is, therefore, the center that attracts those that society left in the margins, bringing them closer to a path of equity and justice. Music education, within the spectrum of arts education in Portugal, is far from being offered on a basis of equal access and remains in a peripheral position in the curricular structure despite an apparently complex educational organization. It is undeniable that there has been progress in the past 40 years; between 2008 and 2010, specifically, the number of students in the specialized branch of music education increased 70%, from 17,282 to 29,645 (Feliciano, 2010, p. 2); this, in turn, meant, for instance, that more students started to have access to learning how to play music instruments. However, it is also undeniable that not only that number is in fact insignificant in the national panorama, but also that things have gotten worse at various levels after 2010. This article reflects upon the philosophical reasons for the specific structure of the Portuguese system of music education and aims at questioning the roots of inequality in children’s access to music learning in Portugal.