A música como linguagem infantil: conhecimentos e perspectivas

Abstract

The present work aims to present theoretically the limits and possibilities of working with the musical language in childhood, perceiving it as a relevant pedagogical resource in the construction of knowledge and not only as an activity of filling or occupying idle time of children. In order to assist the teacher in the teaching-learning process, music is considered as the main object of study of the present work, in which I repeat the understanding of the way in which education professionals have used this tool today, and also aims to present the aspects positive results made possible to children in early childhood education and to understand how the results of the transformations, promoted from the music in the subject, cooperate for children's development in multiple areas, including in school learning. The theoretical reference was based on musical educators and references from the field of Early Childhood Education and Elementary Education as Brito (2003); Bujes (2001); Silva (2010); Ferreira (2011); Souza (2008); Oliveira (2010); Romanelli (2009); Dias e Farias (2007); Wolff (2008); Corsaro (2009); Joly (2003); Maffioletti (2007); Loureiro (2003); Bellochio (2001) apud Godoi (2011); Gainza (1996), Penna (2008), Fonterrada (1994), Saraiva (2013) besides the Curriculum Framework for Early Childhood Education. In our work, we opted, therefore, for the methodology of bibliographical and documentary research, which aims to identify the uses and functions of music both for Early Childhood Education and the early years of Elementary Education, basing the theoretical / practical perspective that it is a pedagogical resource that assists the teacher in the teaching-learning process of the child.