The history of music is shaped through narratives that sometimes contain a number of issues regarding cultural stereotypes, historiographic approaches, Eurocentrism or colonialism. For this reason, its transmission and the way it is taught must be the object of study and careful consideration. The present research analyses – on the basis of narratological and organological premises – the contents that shape the discourses underlying the coverage of the ancient period by music education textbooks used in the Spanish compulsory secondary education stage. To this effect, an ad hoc instrument was designed and implemented on 24 coursebooks. The results confirmed that the chronological narrative is the most widely used strategy and that in more than half of the textbooks under examination the history of music begins to be told after Antiquity. Other findings were that the construct of the ‘foundational’ civilisations of the West is still perpetuated and that an organological narrative is proposed which is inspired by a diffusionist approach. In conclusion, we detect patterns that are controversial and need to be subjected to revision at a time when educational textbooks are a decisive resource that adapts the official curriculum and mediates between the latter and music education teachers.

音乐的历史是通过叙事塑造的，这些叙事有时包含一些关于文化刻板印象、历史学方法、欧洲中心主义或殖民主义的问题。因此，它的传播和教授方式必须成为研究和仔细考虑的对象。本研究在叙事学和器官学前提的基础上分析了构成西班牙义务中等教育阶段使用的音乐教育教科书涵盖古代时期的话语的内容。为此，在 24 本书上设计并实施了一个特别工具。结果证实，按时间顺序叙述是最广泛使用的策略，并且在接受审查的教科书中，有一半以上是在古代之后开始讲述音乐史的。其他发现是，西方“基础”文明的构造仍然存在，并且提出了一种受传播主义方法启发的器官学叙事。总之，当教育教科书是调整官方课程并在后者和音乐教育教师之间进行调解的决定性资源时，我们发现了有争议的模式并且需要进行修订。