Objective:

The curriculum theory has been largely studied, dealing with skills to be developed, literacy information and ICT support, the contents of the curricula and syllabus design, among others. Nevertheless, curriculum enrichment studies are scarce. Therefore, this article aims at systematizing in-practice dynamics on curriculum enrichment leading to the professional development of the musician.

Methods:

From the perspective of mixed research approach, a document analysis, an analytical-synthetic analysis, experiential analysis, interviews with key informants and methodological triangulation were combined. These made it possible to identify the dynamics present in both the profession and the society that constitute the beginning of a curriculum enrichment.

Results:

The curriculum framework supporting professional problems identification in the musician education is devised as starting points for the curriculum enrichment

Conclusion:

The recognition of the dynamics, on the basis of a methodological frameworks for the curriculum design constitute a starting point for the analysis, the design or the enrichment the professional musician education.