From didactics of mathematics arises the didactical engineering as a qualitative analysis method of didactical interactions among knowledge, educational context and their students (Belletich, 2011), so it considers the complexity of the educational system (Duoady, 1995). This work aims to discuss the relevance of didactical engineering, as a design-based research, in the field of Music Education through an anthropological analysis that it is focused in accordance three fundamental human activities: theory, praxis, and poiesis (Böhm & Schiefelbein, 2008).

Theory of didactic of music is founded on didactical action centred in the mixture between educational process (praxis) and educational product (poiesis). The theory is understood as a contemplative sight. Therefore, it is a dogmatic and subjective activity (Böhm & Schiefelbein, 2008), so it depends on procedural and productive activities for comprehension of didactical situations (Pruzzo, 2014). Thus, the concept of musical bildung (musical formation) assumes relevance in didactic of music (Nielsen, 2007) because it explains didactical situations from formative theories which they are centred on subject-object dualism as well as material theories that they are focused on teaching/learning issues (Jank, 2014). Therefore, Philosophical Didactic of Music (Georgii-Hemming &Lilliedahl, 2014) comprehends musical bildung as a hermeneutic spiral where musicology interacts with pedagogy. Therefore, musical bildung explains using musicological interpretation to empiric activities in teaching system.

The authenticity of contextualised analysis, in accordance musical bildung, it depends on incorporation of the model of understanding in music (Fautley, 2010) which it considers three elements of an iterative process (doing, learning and understanding) and key questions of observation (identify, quantify and help). Thus, this model contemplates experimental scheme based on didactical situations (planning, teaching/learning process, and learning assessment). Therefore, didactical interactions are adjusted to knowledge, educational context, teacher, and student (Burnard, 2016).

According to mathematics field, didactical engineering is an analysis method based on design (Godino, Rivas, Arteaga, Lasa & Wilhelmi, 2014) that it establishes four phases: preliminary studies, prospective analysis, experimentation, and retrospective analysis. It has internal reliability because a hypothesis shall be drawn up during prospective analysis according to data collected on preliminary analysis. This hypothesis is contrasted during retrospective analysis in accordance observed behaviours on experimentation. The description of comparing procedure is defined according to stochastic approach (Godino, Font, Contreras & Wilhelmi, 2006).

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