A linguagem musical no currículo dos anos iniciais do ensino fundamental

Abstract

This article approaches the teaching of the musical language for the initial years of Elementary School, supported in an analytical exercise about the curricular proposal of this one in a municipal public system of education. It is the purpose of this study to seek the presence/absence of the musical language and its teaching commitments in the curriculum of the public organization under study, answering the following problem: How is music education experienced in the curriculum of the Early Years of Elementary School? Methodologically, this study stems from a documentary research with bibliographic support. The theoretical interlocutors of the theme are Penna (2008, 2013), Figueiredo (2005, 2010), Bellochio (2003), Bellochio, Weber and Souza (2017), Brito (2003), Brescia, among others. The documents used in this analysis were the national legislation on music teaching, municipal legislation and the curriculum systematized and approved, in the city under study, located in the west of Santa Catarina. As a result of this search, we highlight the small presence of discussions and studies of the musical language, besides the little presence of musical education in the curriculum of the analyzed public system. Another aspect to be highlighted comes from the absence of qualified teachers and/or with training to work in the area, besides the absence of complementary training commitments in relation to the object of study. These are some of the indicators that justify the need to raise awareness of teacher education in the music language, so that in the children's musical-repertoire we can find the coherent material for a true musical education work to be formally assumed by the school.