A música e a ação docente com crianças de 03 anos em um CMEI na cidade do Recife.

Abstract

The present work aimed to understand the teaching practice of musicalization in the daily life of three-year-old children in a municipal day care center in the city of Recife. As specific objectives: to describe the situations of use of music in the classroom; identify the musical repertoire used in the researched CMEI; perceive the teaching action while working with music. The question that guided our work was How do musicalization practices in early childhood education happen? The research had a qualitative character, to follow the data collection, the participant observation was used as a basic procedure and the field diary as an instrument. Data were collected for six days, totaling 24 hours, from the 13th to the 20th of June. To perform the data analysis, they were categorized under the light of the content analysis technique in the perspective of Bardin (2011). The theoretical survey was mainly based on Brito (2003), Maffioletti (2007) and Oliveira et al (2019).The research subjects were the teacher and the students of group 03. The data obtained show that music appears with different purposes being used as a pedagogical resource, to mark specific moments of the routine; related to commemorative dates and integrating sound and movement. It was possible to perceive that the educator demonstrated her pedagogical intention through actions that aimed to make the experience with music meaningful for the students. As well as the expansion of the repertoire brought by the children, which consists of valuing the cultural background of each student and the introduction of new songs.