O processo formativo de docentes que trabalham com música nos anos iniciais do ensino fundamental

Abstract

Music is a constant presence in our cultural roots and in our daily lives, being a source of relaxation, distraction, calm, peace and an element that awakens strong emotions when practiced. This course completion work (TCC) addresses the importance of musical artistic knowledge and its introduction in the educational context, focusing on the teaching training processes of teachers working in the Initial Years of Elementary School. The research proposes to answer the questions: who and how are the teachers who work with music in the early years of elementary school, what materials and pedagogical strategies they use to work with music, and what evaluation processes they employ in their practices. To achieve this, the study is based on theoretical and practical references that shape musical expression and seeks to understand the training processes of educators in the field of music. The investigation includes interviews with music professionals who work in the early years, aiming to capture their experiences, perceptions and challenges in the school environment. The analysis of the information collected through these interviews and the literature review allows us to identify difficulties faced by educators, the pedagogical and methodological strategies adopted, in addition to the evaluation criteria used in music education. This focus seeks to offer a broad view of music teacher training and contribute to more effective and meaningful educational practices. Furthermore, the work deepens the theoretical foundation, presenting an exploratory and bibliographical research on music as a language and its application in the Early Years of Elementary School. As a result, there was a significant limitation of specific theoretical references in the field of music education, with the predominance of materials aimed at other areas of study, such as mathematics and chemistry. This represents a substantial challenge for the development of the work. Therefore, there is an evident need to promote the construction of more inclusive and comprehensive theoretical frameworks, aiming to provide a more effective and complete musical education. Following up on this study will allow the exploration of new methodologies, development of devices, as well as the integration of new emerging technologies in the classroom