A linguagem musical na educação infantil: desafios e possibilidades

Abstract

This research aimed to analyze the pedagogical practices of teachers in relation to the use of music in the context of the experiences developed. To do so, we raised the following research question: how do the teachers of preschool classes of an Early Childhood Education institution understand music in the school space and what resources do they use in order to contribute to the integral development of children? When dealing with the concepts and understandings of music, we rely on authors such as Brito (2003), Fantin (2000), Oliveira, Fernandes and Farias (2013), Penna (2008), Santana (2018), as well as official documents such as the National Curricular Reference for Early Childhood Education (1998) and the National Curricular Common Base (2018). As for the methodology, we chose to carry out a field research, of the qualitative type, of a descriptive nature, so that it was possible to carry out direct observation of ten experiences of the pedagogical practices of preschool teachers I and II and apply an open questionnaire about the teachers' understanding of the use of music in the experiences. We conclude, from the observations of the experiences and also through the questionnaire answered by the teachers, that the use of music in the experiences occurs in order to develop activities in the reference room and as a form of entertainment in the case of the teacher of the preschool class. I. Regarding the pedagogical practices of the pre-II class teacher, the use of music occurs with the intention of developing human skills and pedagogical activities. We also identified, albeit briefly, activities in a decontextualized way from what proposes the use of music in pedagogical practices and the purpose of music in the activity, although the teachers demonstrate to be aware of the effects of music in Early Childhood Education for the development of learning and of pedagogical practices. With this, we found that music is a powerful strategy for the development of children, while it enhances pedagogical practices when used with an educational intention. Thus, its use is extremely important and necessary in the teaching-learning processes.