A música na educação infantil: intervenção com o livro didático Bandinha DÓ RÉ MI

Abstract

This research aimed to intervene with music in a Garanhuns Municipal Kindergarten through the textbook titled: BANDINHA DÓ RÉ MI, Method of Children's Musicalization. To this end, we seek to observe if it is appropriate to the Children's Educational Proposal of the Municipality of Garanhuns, regarding what should be worked in the classroom with music. We sought to identify, through interviews, how music is being worked on in kindergarten in that school. We applied, in the kindergarten room II, some activities of the book “BANDINHA DÓ RÉ MI”, during the Stage I discipline, when we used a didactic sequence with musicalization, elaborated by us, which contained in some moments the intervention with the book. Finally, we analyze and discuss the results found. We conducted the interview with three preschool teachers who had no musical education. Through the interview and the observations, we realized that the music was not worked on its specific aspects, such as sound, silence and rhythm, as suggested by the Garanhuns Municipality proposal used by the school. We found that the teachers did not use any textbook, although there are books with this theme in the reading room of the school. We also observed that the books found did not fully contemplate the Municipal Proposal, as they worked the specific aspects of music separately. From these observations and bibliographic surveys, three interventions were made, using the book BANDINHA DÓ RÉ MI, to introduce the first knowledge of the specific musical aspects with the children. As a result of this intervention, we can demonstrate that the suggested book meets the specificities of the Municipal Proposal and can guide teachers without musical training regarding the practice of musicalization in early childhood education. Through the activities, we realized that the children understood what was rhythm, sound, silence and musical notation, among other aspects. Finally, from the presentation of a choir of the students, accompanied by instruments made by them, there was an integration and socialization between the students and also teachers. With this we conclude that it is possible to introduce, in the kindergarten, the music with its specificities, since the children were able to grasp the subjects without difficulties, besides demonstrating that it is possible the teacher to teach with music, even without having a specific formation, based on only in some good directions of the book.