Musical colonization in the emotional aspect of students and its influence on learning

Abstract

This article analyzes the need to decolonize music education in schools and, through it, transform personal emotions. It is recognized that colonization has influenced the emergence of sadness and melancholy due to colonial oppression, which restricts positive emotional expression and hinders learning in students. In response, we propose implementing music and instrumental practice in music education in major keys to promote positive emotions and improve learning. From a theoretical perspective, we explore how music affects emotions and regulates affective aspects. We also review a dichotomy between major and minor keys, emphasizing the major key, which is generally associated with joy, and the minor key with sadness. We also examine Howard Gardner's theories on multiple intelligences and Francisco Mora's neuroscience research, which emphasize the fundamental role of emotions in the learning process. The study contextualizes the problem in Latin America, especially in the Andean region of Bolivia, where musical colonization has altered the cultural identity of these peoples.