This paper examines whether musicological research can generate measurable social and educational impact beyond academia. The study analyses twenty years of public investment in musicological projects developed in Madeira (Portugal) between 2004 and 2024, involving historical research, critical editions, exhibitions, publications, educational resources, media dissemination, and artistic performance. Rather than assuming the value of these initiatives, the paper adopts a critical approach inspired by Karl Popper's conception of scientific inquiry. Two competing hypotheses are considered: first, that musicology remains largely confined to academic circles; second, that musicological research can become a driver of educational innovation, cultural participation, and heritage sustainability when integrated into public policy. Using institutional records, publication data, educational programmes, artistic productions, exhibitions, and media outputs, the study evaluates the extent to which research findings were translated into educational and cultural practice. The Madeira case provides an opportunity to explore how a regional government and a public arts school transformed musicological knowledge into a long-term strategy connecting heritage, education, artistic creation, and community engagement. The findings contribute to wider discussions concerning the social relevance of humanities research and the role of cultural heritage in contemporary arts education.

Authors:
Paulo Esteireiro, NOVA University of Lisbo, Portugal

About the Presenter(s)
Paulo Esteireiro is a musicologist, cultural manager, and President of the Conservatory–School of the Arts of Madeira (Portugal). His research focuses on music heritage, arts education, and the impact of musicology on cultural and educational policy.

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