Música na educação infantil: práticas docentes em uma instituição pública de ensino em Arraias-TO

Abstract

This paper aims to identify and report the pedagogical practices of teachers who work in a kindergarten in the municipality of Arraias-TO, in classes that attend children between three and four years of age, in relation to teaching with music and how these practices may help in the development of children, in this sense, this study brings a brief history about the conception of childhood, childhood in the Brazilian scenario, and laws that are related to early childhood education and, consequently, the teaching of music, so we reflect on the proposals related to children's education and music education, seeking aspects of these proposals in the Federal Constitution of 1988, Basic Education Guidelines Law 9.394 / 96, National Curricular Common Base, National Curriculum Framework for Early Childhood Education, National Curricular Guidelines for Early Childhood Education and authors such as Kramer (2006); Kuhlmann (2010); Loureiro (2003); Brito (2003). Among other authors that support this work and consider that music is essential for the development of the child, and how this practice is and can be developed in early childhood education. The methodology of this work was qualitative. In order to obtain descriptive data about people, not to enumerate, but to aid in the detailed understanding of all information. The subjects of the research were the pedagogical coordinator and two teachers of a public institution of infantile education, which we use of semistructured interview, to privilege the speeches of the participants. We conclude from the study that music is present in many moments in the institution's classrooms as pedagogical mediation in the teaching and learning process in the various themes and contexts of early childhood education, and that teachers have a broad and sociable pedagogical practice with music .