Musicalização na educação infantil: repensar práticas pedagógicas.

Abstract

This study presents reflections on teachers’ pedagogical practices involving music in Early Childhood Education, taking into account that, at this basic schooling stage, educational methods are supposed to fully contribute to the child’s development. In this way, music education, which has gained attention in the official guidelines responsible for basic instruction, is regarded as a factor that can favor that process. The chief purpose of the work is the following: to analyze music education benefits to infant individuals’ integral development. As for the specific aims, they are: to understand the potential of using music in Early Childhood Education; to demonstrate music education as an effective instrument for the child’s full development; to understand teachers' perception regarding the relevance of music in Early Childhood Education; and to investigate the pedagogical experiences involving music developed by Early Childhood Education instructors, in the town of Carrapateira-PB. Thus, the research employs a qualitative approach and, based on it, semi-structured interviews were performed with four Early Childhood Education teachers, in Carrapateira-PB. The interview script comprised five questions about music role in pedagogical practices, planning and educator training processes. Besides, the institution pedagogical coordinator was surveyed with a four-questions-questionnaire, in order to understand the organization of the school pedagogical work and to briefly assess the Educational Political Project of the institution. The research has found out that music in Early Childhood Education turns out to be used as a mechanism of reproducing and memorizing content, as well as demarcating routines and behavior. Therefore, one can say that it does not encompass activities related to music creation, research, and appreciation. In short, there is no indeed music education in teachers’ experiences at all. Within this context, an aspect that cannot be ignored refers to their lack of training for the implementation of such methods. This is a determining factor in maintaining the view of music as only a form of content reproduction and without any value in children’ musical formation. The study concludes that methods based on music can contribute to a child’s development when taught in the perspective of music education. However, there are still many challenges ahead. Although many studies point out music advantages to infant’s integral development and the official schooling guidelines emphasize these practices, educators are not still provided with adequate training, and music is still a tool of content reproduction, which undermines its application potential.