A música na educação infantil: do olhar ingênuo à prática pedagógica fundamentada

Abstract

The curricular documents of Brazilian education indicate the need for the use of multiple languages for the integral development of the child and guarantee, to this subject of rights, a quality education. In this way, music in Early Childhood Education corresponds to a form of language and source of knowledge to be explored. Initially, this work sought to theoretically understand the use of music as a pedagogical tool in Early Childhood Education. From this, the experience of a group of Pre I children (age group 4 to 5 years old) was analyzed, through the non-mandatory supervised internship carried out in an institution of the private school in João Pessoa / PB. The methodology adopted consisted of a brief bibliographic review in order to support the analysis of the experiences, highlighting the important aspects of the practice performed. The use of music in this class allowed the establishment of interactions in a playful and socializing environment for the sharing of dances or musical lyrics, however, the linking of these activities to literacy initiation practices were not in line with the official documents. According to RCNEI (BRAZIL, 1998), works with regional folk songs, games, circle songs and sound instruments with recyclable materials, are viable alternatives to be explored that allow child development from new perspectives, expanding understanding of the world. From the production of this work, we can elucidate the teaching posture in what concerns the fulfillment of educational provisions, including the indispensability to fulfill children's social rights.