Música e docência: o que dizem os docentes acerca do trabalho com a música na Educação Infantil.

Abstract

The general aim of this study is to understand the conceptions of teachers who work in regular schools about teaching music in Early Childhood Education. We have listed three specific objectives: to identify the professional profile of the music professional who works in schools; to identify the musical practices developed by educators who work with music in Early Childhood Education; to characterize the conceptions about music teaching of teachers who work in Early Childhood Education. The methodology used consists of a qualitative approach. With regard to the data collection instrument, we used questionnaires that were applied via a digital platform. With regard to the universe and subjects of the research, we had music teachers who work in Early Childhood Education in regular schools in Recife-PE and the metropolitan region. These teachers, in turn, have at least three years' teaching experience. It should be noted that the criteria for choosing them was not exclusively that they had a degree in music. However, in the data analysis chapter, we were able to see who these professionals actually are and what their training is. Data analysis was based on content analysis concepts. Through this analysis, we developed the categories that were constructed based on the specific objectives of this work, and then outlined a profile of the teachers who took part in the research. We also identified the musical practices developed by these teachers in Early Childhood Education, and characterized their conceptions of music teaching. A constant dialog was also sought between the data and the theoretical contribution, mainly Brito (2003) and Spohr (2016), as well as the documents that guide Early Childhood Education in our country. In analyzing the data, it was possible to identify, in addition to the practices and conceptions, the difficulties and challenges that permeate the daily lives of these educators, and their reasons for hope, demonstrated by the children's good reception of their practices.