Ensino de música nos anos iniciais da educação básica: um breve ensaio sobre questões históricas, formativas e de atuação do profissional da Educação Musical

Abstract

This work aims to present an essay on the historical perspective that surrounds the teaching of music in the context of basic education, speaking about the formative aspects of the music teacher, speaking in a reflective way about the early years of basic education as a valid space for the professional performance of this teacher, and also discussing the importance of the supervised curricular internship during the process of training the student in music. To performer this work, documentary research was adopted as a methodological character, including laws, opinions, decree-laws, among other documents that are related to the delimitation of parameters, norms and precepts inherent to music education in the context of basic education. Likewise, the debates established during the work were supported by bibliographical research, enabling the establishment of an analysis of publications in the field of music education and historical and formative aspects that permeate the performance of the music teacher in the context of the early years of basic education. Thus, given the various changes in the educational and legislative axis, music comes to be understood as a field of knowledge and an indispensable curricular component of basic education. Consequently, this change of scenery corroborates the discussion about the active teacher in teaching the language of music in basic education, which in this work we highlight the level of early childhood education. In the course of this work, we defend the role of the graduate in music as a specialist teacher to deal with music education in the context of the early years of basic education. Therefore, we defend the importance of an effective initial training for the educator's exercise in this field of professional performance. In this way, we understand the role of the supervised curricular internship in early childhood education in order to promote a coherent articulation between theory and practice, in order to enable the undergraduate student to have a relationship with the praxis of teaching capable of raising an experience that enables him to perceive, questioning and reflecting on their practices, methodologies and technical aspects, making the classroom a space for constant professional learning. That said, we highlight the importance of integrating disciplines aimed at teaching methodologies and learning theories at the early childhood level in the curricular structure of undergraduate music courses, in order to enable the training of qualified music teachers to work in early childhood education.