A musicalidade na Educação Infantil: integrando sons, ritmos e expressões na Pré-Escola Maria Cristina Vieira dos Santos em Santa Inês - MA

Abstract

This research investigates the inclusion of music as a pedagogical resource in Early Childhood Education, focusing on the Maria Cristina Vieira dos Santos Municipal Preschool in Santa Inês, Maranhão. A qualitative, descriptive, and interventional approach was adopted, combining a literature review, the application of questionnaires to seven teachers, and the implementation of practical workshops with nineteen Pre-II children. The theoretical framework articulates historical milestones in music education, Brazilian legislation, and theorists who highlight the subject matter. The musicality workshops and continuing education programs addressed music, movement, and collective expression, linking them to the experience fields of the National Common Curriculum Base, demonstrating that intentional activities favor attention, motor coordination, language, and socio-affective interaction, in addition to promoting greater involvement and expression in children. Teachers recognize the potential of music, but identify barriers: insufficient resources, infrastructure, and gaps in continuing education, which limit the systematization of practices. It is concluded that music constitutes a relevant pedagogical tool for holistic development, requiring planning, teacher training, and school policies that guarantee adequate materials and spaces. It is recommended that music be incorporated into the school's politicalpedagogical project in an articulated way, and that investment be made in continuing education to transform pedagogical practices into something more meaningful for the teaching and learning process.