La pedagogía del musicar como ritual social: Celebrar, sanar, trascender

In this article I discuss the issue of music pedagogy as a social ritual whose objective is to generate a celebratory and transcendent experience. I use the category of healthy pedagogy as one in which there is a healthy relationship between the subject - who is at the center of the experience - with himself, with music, with the other and with the spiritual dimension of sound. I suggest that the different pedagogical paradigms through which we consciously or unconsciously transit ‘illuminate’ some areas of this map to the detriment of others. In this sense, compared to the enlightened and scientific paradigm of the academic world that privileges the canonical, intellectual and technical relationship with music, I propose the possibility of incorporating into the formal world the ways of learning popular or traditional music characterized by the development of diverse individual routes that are triggered by personal interest and desire. I suggest, finally, some qualitative strategies for assessing the subjective experience of people as a diagnostic tool of the 'musical health' of pedagogical processes.