Ensinando música nas salas de alfabetização: histórias, poemas, sons, desenhos e canções

Abstract

This study provides a brief overview of the main theoretical approaches of 20th-century music educators, reflecting on active methods in music education. It investigates how children learn music during the school literacy phase, through the components that guide the music teaching-learning process, presenting the different organizational modalities of teaching that favor musical practices in the educational context. The general objective of the work is to understand the musical teaching-learning process of children aged 6 to 7 during the school literacy period, using methods and methodologies that guide musical practice, valuing children's literature, poems, sounds, drawings and songs. The methodology applied is a bibliographic study integrated with qualitative research of participant observation of pedagogical practice in a 1st grade elementary school class at UEB Poeta Gonçalves Dias, a school in the Municipal Education Network. It proposes musical proposals that help work with music in literacy classrooms: the literacy environment and musical content through stories, poems, songs and children's drawings that contribute to the musical learning of children aged 6 to 7 years old