A presença da música na educação infantil

Abstract

The work addresses the presence of music in Early Childhood Education, the importance of music for children’s learning and how music is worked by educators in educational space. For the accomplishment of this work, we have focused on theoretical foundations that were essential for our understanding about the theme and our intellectual enrichment. This production is based on the theoretical assumptions of Brito (2003), Kuhlmann Júnior (2003), Oliveira (1992), among other documents that were significant for the apprehension of the historical context of Early Childhood Education and of how music began to be used as a pedagogical tool, as well as the laws and achievements that have been achieved over the years, in regard to Early Childhood Education. Thus, the main objective of this work was to analyze how the teachers of Early Childhood Education experience music in their pedagogical practice. The research was developed in a Reference Center for Early Childhood Education belonging to the Municipal Teaching System of João Pessoa/PB. The school director, the supervisor and five teachers participated in the research. The methodology used was the qualitative approach and, for the data collection, we used as instruments the questionnaire and the observation. For that, the data obtained were analyzed having as main interlocutors the contemporary literature that deals with music in Early Childhood Education. The results of this research evidenced that, although the presence of music is constant in the observed classes, it is used in a way that diverges from its objective as language, that is, it has been used as a product and not as a process. Thus, this research can contribute to the rethinking of the role of music in Early Childhood Education.