Bases e características de materiais didáticos para a musicalização de crianças: analisando três publicações

Abstract

This study is a qualitative bibliographical research that aimed to investigate theoretical bases and characteristics of three teaching materials used in musicalization and children's musical education. Through a literature review, several studies in the field were analyzed to identify convergences and divergences in methodological approaches and content covered. The research results revealed a significant convergence regarding the importance of structured methodologies adapted to the needs of children aged eight months to ten years. Most studies emphasize the use of appropriate teaching materials, practical activities, and specific teaching strategies. In addition, creativity, motivation, and the use of games and play are recurrent elements in the analyzed pedagogical proposals. The integration of music with body expression and movement also proved to be fundamental for the children's integral development. Different views on the role of music education in early childhood were also evident, with some proposals emphasizing music education as an integral component of the curriculum and others as a complementary activity. It is concluded that early childhood music education presents a diversity of approaches, but there is a consensus regarding the importance of providing meaningful and enjoyable musical experiences for children. The use of appropriate teaching materials, combined with diverse pedagogical strategies, is essential for the musical and integral development of children.