Ensino de música na primeira infância: reflexões e ações com base nas teorias de desenvolvimento infantil.

Abstract

This work presents the results of a qualitative research in which are associated (1) studies about the Child Development's theory possibilities of application in the scope of Basic Musicalization, and (2) author's experiences reports in contexts of children's musicalization in curricular classes in Basic Education.The main theoretical bases that support this work are based in the perspectives pointed out by the authors Rousseau (1762), Pestalozzi (1781), Piaget (1975), Vygotsky (1984), Montessori (1936 and 1949), France (2002, 2003, 2008,2016), Swanwick (2003). The reported experiences took place in the context of a private school, located in the city of Campina Grande in the state of Paraíba, and reached children aged between (1) one and (6) six years old, in the grades of Kindergarten to first year of elementary school. The articulation between the studies developed and the experiences reported allow us to perceive ways to promote the process of children's development based on solid foundations. In this aspect, in our view, the present TCC constitutes a relevant contribution for the area of Music Education, since it is a reflection of the practice and of the teaching models proposed in the context of music education for early childhood.