Ritmos que ensinam: O Papel do Lúdico-Musical na Construção do Conhecimento Infantil a partir da análise de uma escola da rede municipal de ensino da cidade de Picos-PI

Abstract

This study analyzed the role of playful-musical activities in building children’s knowledge at a municipal school in Picos-PI. The research highlights the importance of pedagogical practices that foster the integral development of children, combining cognitive, emotional, and social aspects. The main objective was to investigate how these activities influence children’s learning, focusing on teachers’ perceptions, the observed effects on children, and the challenges faced in their implementation. The methodology adopted was qualitative, combining bibliographic and field research. Data were collected through questionnaires administered to two teachers at the Zeca Curica Municipal Nursery School and analyzed using content analysis techniques. The results showed that playful-musical activities are essential for stimulating motor, cognitive, and social skills, as well as strengthening self-confidence, empathy, and interaction among children. The teachers reported that these practices make learning more dynamic and enjoyable but pointed out challenges, such as the need to adapt activities to different learning paces and time constraints in pedagogical planning. The final considerations reaffirm that playful-musical activities are not just supplementary resources but indispensable tools for early childhood education, with the potential to transform the school environment into a more inclusive, creative, and engaging space. The study emphasizes the importance of institutional support and continuous training to ensure that these practices are effectively incorporated into the school curriculum.