Musicalização infantil: olhares de professores(as) que atuam na educação infantil sobre a utilização da música em uma creche municipal de Barras-PI

Abstract

This work presents Children's Musicalization as its object of study. With the general objective of investigating what conceptions teachers working in Early Childhood Education have about the use of music in the child's teaching-learning process. The specific objectives were to analyze how music has been used by Early Childhood Education teachers combined with their pedagogical practices; reflect on the contributions of music to children's learning and identify the influences that music has on the child's cognitive, affective and social aspects. The study takes a qualitative approach (Minayo, 2001), and field research as a mechanism for carrying out the work (Gonçalves, 2001) together with bibliographical research (Amaral, 2007) as a basis. In the field research, a simple observation was made in a municipal school that offers early childhood education in the city of Barras-Piauí and for data production we opted for a mixed questionnaire with objective and subjective questions (Marconi and Lakatos, 2003) delivered in printed form to five teachers working in this modality. Some authors who contributed to the theoretical basis of the research were Brito (2003), Bellard (2010), Craidy et al., (2009), Barreto and Chiarelli (2005) and Jeandot (1997). The results obtained from the research show that the views of teachers working in early childhood education on the use of music in the child's teaching-learning process recognize music as a pedagogical tool capable of assisting in the child's integral development and reiterate its use in conjunction with their pedagogical practices. However, when it comes to teachers' planning, despite assuming work with music, they present certain limitations arising from the relationship between music and National Curricular Common Base (BNCC), however, we can see that these skills are worked on through music in the pedagogical actions of teachers in Barras–PI. It is hoped that this work can contribute to improving the work of early childhood education teachers in terms of reflection on the importance of children's musicalization in the teaching-learning process and the development of numerous child skills.