As contribuições da música para a formação do sujeito na educação infantil.

Abstract

The present work has as its subject of study the contributions of music to the formation of children in early childhood education. Its general objective is to analyze how music can contribute to the child's formation process in early childhood education; the specific objectives are: to identify the ways in which music constitutes a collaborative component in child development; describe the ways in which music is used as an educational tool in the child's teaching and learning process; point out the benefits favored by music during early childhood education. The theoretical framework is organized from authors who debate the researched topic, such as: Brito (2003), Wolf (2019), Piovesan (2014), Tag (2015), Lima (2013), Carneiro (2019). The methodology is characterized as a qualitative field research, in which the questionnaire is adopted as a data collection instrument, with open questions applied to four teachers who work in early childhood education, two from the city of Cachoeira dos IndiosPB, one from São José de PiranhasPB and one from CajazeirasPB. The questionnaire was structured containing five questions about the use of music as a teaching and learning resource, reflecting on the contributions of music to child development. Data analysis took place through content analysis referring to the responses of the researched teachers according to Bardin (2011). The research showed that music is an essential resource for teaching work and a facilitating element for the learning of students, in addition to helping in the development and formation of the child in an integral way, with contributions in the cognitive, psychosocial, motor and affective areas of the children. children. The surveyed educators consider music as an instrument that helps in teaching practice, in addition to being a captivating and essential resource in the teaching and learning process in early childhood education.