Ecuadorian pasacalle as a pedagogical resource in initial piano training

Abstract

This research analyzes the pedagogical value of the Ecuadorian pasacalle as a resource for piano teaching in beginner children, aiming to strengthen cultural identity and enhance musical learning. The study, based on a mixed epistemological paradigm, combines documentary analysis with interviews conducted with music academy teachers in Cuenca, Ecuador. Results reveal a limited inclusion of national repertoire in piano methods, mainly due to the lack of adapted didactic materials. In response, a methodological guide grounded in constructivist, psychopedagogical, and active principles was designed, integrating adapted pasacalle fragments. The study concludes that incorporating this genre into early piano training fosters bimanual coordination, rhythmic awareness, and cultural identity, becoming an effective tool for comprehensive piano education in children.