A música como ferramenta no processo de alfabetização: explorando estratégias e práticas pedagógicas para o desenvolvimento da leitura e escrita no Ensino Fundamental Anos Iniciais

Abstract

This Final Paper aims to analyze music as a pedagogical tool in the literacy process, investigating strategies and practices that promote the development of reading and writing in the early years of elementary education. Literacy is an essential stage of schooling, marked by challenges that require innovative and meaningful teaching approaches. In this context, music emerges as an educational resource capable of stimulating cognitive, emotional, motor, and social skills in a playful way, thus favoring integrated learning. The research adopted a qualitative approach, with an action research design, and was conducted with a 2nd-grade class from a public elementary school in Santa Inês – MA, Brazil. The methodology included participant observation, the implementation of pedagogical activities using music, and descriptive data analysis, in addition to a literature review on the topic. Three lessons were developed, addressing literacy content (vowels, vowel combinations, and alphabet sequencing), combining music, storytelling, and practical activities. A questionnaire was also administered to the classroom teacher to understand their perception of the use of music as a pedagogical resource. The results indicated that the use of music significantly contributed to student engagement, facilitated the assimilation of the content taught, and promoted a more dynamic and participatory learning environment. Musical activities supported the development of phonological awareness, oral expression, motor coordination, and student motivation. Although the teacher recognized the benefits of using music, they pointed out limitations related to the lack of specific training, material resources, and planning time. It is concluded that music is an effective pedagogical tool in the literacy process, provided it is used intentionally and integrated into the teaching plan. The research reinforces the importance of expanding teacher training and valuing practices that promote meaningful, creative, and humanized learning.