Towards a creative, interdisciplinary, ecological and digital music education: The role of the soundscape in primary school curriculum in Latin America

Abstract This study examines the presence and representation of the concept of soundscapes in Latin American primary school music education curricula. A documentary analysis of 18 countries’ curricula is carried out, focusing on references to soundscapes and their derivatives. The results reveal an inconsistent presence of the concept of soundscape, ranging from explicit or implicit references to an absence of the term, consistent with R. Murray Schafer’s ideas. Second, soundscapes are associated with educational objectives related to listening as a gateway to developing aesthetic experiences, self-care and environmental awareness, creating everyday sound environments linked to local identity and heritage and recording and disseminating sound pieces using digital resources. It is concluded that, in the Latin American context, soundscape acquires multiple educational, cultural and cross-cutting dimensions, promoting interdisciplinarity, creativity, environmental education and digital competence as pillars of a music education committed to contemporary issues. The study recommends a greater presence of soundscape in the region’s educational policies, in line with the Sustainable Development Goals.