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In this paper, we propose a globalizing, historical and reflective view on musical education in the city of Valencia with the aim of broadening the perspective on this phenomenon and opening a work space to detect its weak points and contribute to its improvement. We approach the main institutions and music centers and take a tour of the different curricula through which the subject has passed at different educational levels. We use a qualitative methodology and perform a content analysis of the main documentary written sources. The results show certain parallels with other places in Spain and some local particularities. We observe a disconnection between the different educational institutions at the moment, as well as scarce pedagogical training and little cohesion among the group of professionals of musical teaching. On the other hand, we see a need for methodological renewal and an almost non-existent dissemination of musicological studies in the education system. ; En este trabajo proponemos una visión globalizadora, histórica y reflexiva sobre la educación musical en la ciudad de Valencia con el objetivo de ampliar la perspectiva sobre este fenómeno y abrir un espacio de trabajo para detectar sus puntos débiles y contribuir a su mejora. Abordamos las principales instituciones y centros de música y hacemos un recorrido por los distintos planes de estudio por los que ha pasado la materia en diferentes niveles educativos. Utilizamos una metodología cualitativa y realizamos un análisis de contenido de las principales fuentes escritas documentales. Los resultados muestran ciertos paralelismos con otros lugares de España y algunas particularidades locales. Observamos una desconexión entre las diferentes instituciones educativas en la actualidad, así como también una escasa formación pedagógica y poca cohesión entre el colectivo de los profesionales de la docencia musical. Por otra parte, apreciamos una necesidad de renovación metodológica y una casi inexistente divulgación de los estudios musicológicos en el ...

The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university's historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level. ; This research was funded in part by the National R&D Program of the Spanish Ministry of Science, Innovation and Universities, grant number RTI2018-101722-B-I00 Spanish Universities Involvement in Social Innovation Activities (SUISIA). This work also received funding from the CIEd—Research Centre on Education, Institute of Education, University of Minho, project UIDB/01661/2020, through national FCT/MCTES-PT ...