A musicalidade em turmas de pré-escola II no contexto das aulas remotas

Abstract

This research was carried out in five institutions that offer Early Childhood Education, located in the city of Coremas/PB. Its general objective was to analyze whether music is present in teaching pedagogical practices in the context of remote or hybrid classes in Early Childhood Education. And, we specifically aim to: identify how teachers use music in pedagogical practices; identify the role of music in the teaching-learning process and; point out the impacts that music can have on children's development. Therefore, we elaborated the following research questions: is it really useful to use musicality in Kindergarten? Is there this methodological strategy in the city of Coremas/PB, more specifically in Early Childhood Education institutions? What are the goals of musicality in pedagogical practices? To support the research, we refer to authors such as Brito (2003), Cirino (2010), Silva (2013), Santana (2018), Sousa (2020), Nascimento (2020), Xavier (2020) among many others. Also, we made use of national documents dealing with Early Childhood Education. In the methodology, we preferred a case study, qualitative in order to better analyze the topic and obtain reliable information to contribute to the research. Furthermore, we chose to observe five experiences in pre-school II classes in each of the five institutions surveyed in order to understand how pedagogical practices occur in relation to music. Afterwards, we carried out an open questionnaire for teachers in order to analyze their understanding of musicalization in early childhood education. From our analyses, we identified that the teachers use the musicalization process and walk with the intention of developing the children's integral formation. Along with this, we found that all teachers are aware of children's specificities and recognize the importance of musicalization both for children's learning and for their pedagogical practices.