Musical training in the programming of the art and culture area in the VI cycle of EBR: curricular analysis in two educational institutions of the UGEL Huanuco

Abstract

This article analyzes musical training within the curricular programming of the Art and Culture area in the sixth cycle of Basic Regular Education (EBR) in two schools belonging to UGEL Huánuco. The objective was to describe the distribution of pedagogical time allocated to music education and assess how this planning contributes to the development of musical competencies in students. An interpretive paradigm, qualitative approach, and phenomenological design were adopted. The purposive sample consisted of two teachers in the Art and Culture area. Documentary observation and a structured analysis sheet were used. Findings indicate insufficient time allocated to music education, low curricular prioritization, and a lack of systematic criteria for organizing musical content progression. It is concluded that the limited time allocation restricts the meaningful development of musical competencies and limits connections between musical learning and students’ sociocultural contexts.