Abstract

La OCDE establece la competencia global para impulsar una educaci & oacute;n que contribuya a la construcci & oacute;n de un mundo inclusivo y sostenible, de modo que los programas universitarios que se imparten en los pa & iacute;ses miembros deben incorporarla. El objetivo del presente estudio es explorar algunos programas universitarios chilenos de Pedagog & iacute;a en M & uacute;sica, haciendo el an & aacute;lisis en funci & oacute;n de la competencia global definida por la OCDE. Se utiliza el m & eacute;todo comparativo constante para analizar tres programas universitarios deformaci & oacute;n inicial del profesorado de m & uacute;sica. Los resultados revelan que las competencias generales son consistentes con la competencia global, no as & iacute; las competencias espec & iacute;ficas, pues proponen enfoques pragm & aacute;ticos y colonialistas. En conclusi & oacute;n, los programas universitarios son consistentes con la competencia global, al menos desde sus competencias generales. No obstante, es imperioso fortalecer la visi & oacute;n formativa orientada hacia la inclusi & oacute;n y la sostenibilidad. The OECD establishes global competence to promote education that contributes to building an inclusive and sustainable world, and university programmes from country members should incorporate it. This study aims to explore some Chilean university music pedagogy programmes, analysing them from global competence established by OECD. The constant comparative method is used to analyse the three university programmes for music teacher education. Results reveal that general competencies are consistent with global competence, but not the specific competencies, as they propose pragmatic and colonialist approaches. In conclusion, the university programmes are consistent with global competence, at least from their general competencies. Nonetheless, it is imperative that a formative vision oriented towards inclusiveness and sustainability will be strengthened.