Musicalização na escola: educação, música e pedagogia

Abstract

This research studied the use of music through knowledge in musicalization as a possibility of cognitive intervention, able to assist children in their learning processes. We begin the present study with a theoretical apparatus on the psychopathological approach, related to cognition, such as memorization and concentration. Next, the focus was about music, its relevance and the psychologies that approach the theme as a therapeutic function for the emotions and for the body, as well as its relation with knowledge and intervention. Field research was conducted at the Municipal School of Fine Arts Osvaldo Engel, in Erechim / RS, from March to December 2017, with the participation of students, teachers of early childhood education and musicalization teachers of the school. The methodology used in this research was non-participant observation, in which case observations and analyzes of the questionnaires were made to the participants. The most used authors in this research were: Alvarez; Bréscia; Gaiza; Slobroda; Vygotsky and Weigel. This product has the intention of approximating professionals that work with childhood education, helping in their work with tips about integral development from the educators.