Jogos musicais e expansão da musicalidade na educação infantil: um caminho formativo para professores não especialistas em música

Abstract

In the present work, we analyze the use of musical games as pedagogical tools for the expansion of children's musicality, based on their use by early childhood education teachers, not specialists in music, in the regular classroom. The main objective of the research was to analyze how musical games were used by these teachers, as a pedagogical tool in the expansion of the musicality of children in early childhood education. As specific objectives, we observed how the assimilation of the proposed musical content through the use of games occurred by the teachers. We also analyzed the suggestions of didactic strategies made by the teachers for the operationalization of the musical concepts worked with the children of early childhood education. Our research is based on Vygotsky's historical-cultural theory, based on his works, compared to the works of scholars of his theory, applied in music education. In this study, we used the methodology of collaborative action-research, based on Thiollent (1986) and Bortoni (2011), with two Early Childhood Education Centers (CEI) as its locus, in Fortaleza during the period from the beginning of the 2nd semester of 2023 to the end of the 1st semester of 2024. Two teachers from Kindergarten 3 and their respective students (about 40); and two teachers from Kindergarten 5 and their respective students (about 40). The results obtained in this research indicate that the use of musical games as a pedagogical tool by early childhood education teachers, not specialists in music, favors the expansion of the musicality of children and teachers, thus helping that musical education is present in the school trajectory since early childhood education.