Musicalidade e crianças: uma dupla que faz sucesso na Educação Infantil

Abstract

This research aims to study the theme “Musicality and children: a duo that is successful in early childhood education. This paper seeks to understand how musicality is developed by teachers in the preschool context, whether there is intentionality in teaching practices, and whether musicality is part of their planning. This work aimed to verify the importance of music in early childhood education, emphasizing it as a learning tool. Then, the responses of the people interviewed were analyzed, and finally, it was listed musical activities, emphasizing that there are no specific materials to work music. The theoretical basis was the authors Rosa (1990), Jeandot (1990), Schafer (2011), Zagonel (2012), among others who contributed to the construction of knowledge related to the research area. This study assumes the qualitative approach, with the principle of bibliographic, documentary and field research. Music can be considered a universal language, being present in all cultures, however distinct they may be. This is not just a jumble of melodies, but a facilitator of the integral development of individuals. Helps in the development of sensitive listening, observant being, rhythm, speech, etc. Although most teachers know that musicianship is paramount, especially in kindergarten, it is noted through data analysis that many teachers perform below expectations, but understand that musicalization is a process of construction. of knowledge. It was found from the work that among the challenges involved in the teaching of music, as well as the development of musicality, even with the obligation from 2008 (according to Law No. 11,769 / 08), is not being developed from satisfactory way. Often, musicianship is geared to routine, orderly, and especially to calm children. However, even though it is a long way to reach the final goal, which is to provide opportunities for the development of musicality in children, it is clear that teachers, as well as the educational institution, chosen as an empirical field, are mobilized to improve and develop practices. involving the context of musicality.