Musicalização na educação infantil: concepções docentes sobre práticas pedagógicas com música para o desenvolvimento integral das crianças

Abstract

This study addresses music education in Early Childhood Education, focusing on teachers' conceptions of pedagogical practices involving music for children's integral development. It is based on the understanding that music, beyond being a playful or recreational resource, constitutes an artistic-cultural and expressive language capable of promoting meaningful experiences in the school context. The research aimed to understand Early Childhood Education teachers' conceptions regarding the use of music in their pedagogical practices, considering its integration into daily routines and its contributions to child development. This is a qualitative, exploratory study, based on a bibliographic review and the application of an online questionnaire with three teachers from a private school. The study is grounded in the works of authors such as Vygotsky, Dewey, and Edgar Willems, as well as normative documents like the RCNEI, DCNEI, and BNCC. The results indicate that teachers recognize music as an important pedagogical resource, associating it with the development of language, motor coordination, attention, creativity, socialization, and children's expression. It was also observed that music occupies a relevant place in the school routine, both in planned activities and in the organization of daily moments. However, the analysis revealed that there is not always a clear distinction between music and music education, in addition to ongoing challenges such as limited time, lack of resources, and a reductionist view of music as merely a recreational practice. It is concluded that music education has significant pedagogical potential in Early Childhood Education, and its appreciation requires deeper theoretical understanding and investment in teacher training to strengthen more intentional and meaningful pedagogical practices.