“…Despite this, in many educational systems, at least at the Ibero-American level, music education is in a moment of crisis, since, curricular models in some countries have given priority to certain subjects to the detriment of others that, in some way, are considered less important or secondary; such is the case of music education (Peñalba, 2017). For example, although during the 1990s, in Spain, the teaching of music was generalized in the compulsory educational stages, with the appearance of the Organic Law For The Improvement Of Educational Quality (LOMCE, Jefatura del Estado, 2013), music education was established as an optional area in the curriculum of elementary and secondary education, which introduces the possibility that students conclude their compulsory education without having experienced any kind of musical practice in a formal way (Carrillo Aguilera et al, 2017). This, in part, could be a consequence of the decadence of the educational institution (Alvarado, 2018) because of a system founded on neoliberal pragmatism (Schipper, 2014).…”