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 paper aims to present an essay on the historical perspective surrounding music teaching in the context of basic education, discussing the formative aspects of the music teacher in a reflective manner regarding the initial years of basic education as a valid space for professional activity of this teacher, and also discussing the importance of supervised curricular internship during the training process of the music undergraduate student. To carry out this work, documentary research was adopted as a methodological approach, 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 course of the work were supported by bibliographical research, enabling the establishment of an analysis of publications in the field of music education and of historical and formative aspects that permeate the performance of the music teacher in the context of the initial years of basic education. Thus, in view of the various changes in the educational and legislative axis, music is now understood as a field of knowledge and an indispensable curricular component of basic education. Consequently, this change in scenario corroborates the discussion about the teacher working in teaching the language of music in basic education, which, in this work, we highlight at the level of early childhood education. Throughout the work, we defend the role of the music graduate as a specialist teacher to deal with music education in the context of the initial years of basic education. To this end, we defend the importance of effective initial training for the educator to practice in this field of professional activity. In this way, we understand the role of the supervised curricular internship in early childhood education in the sense of promoting a coherent articulation between theory and practice, in order to enable undergraduate students to have a relationship with the praxis of teaching, capable of generating an experience that enables them to perceive, question and reflect 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 theories of learning 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