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A importância da música em salas de pré-escolar
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Abstract(s)
O presente trabalho de investigação surgiu do interesse em perceber e comparar como é que educadores inseridos em diferentes modelos pedagógicos exploram e implementam o subdomínio da Música na Educação Pré-escolar e que importância lhe atribuem em sala.
Para isso, delinearam-se quatro objetivos, a saber; qual a importância dada por cada modelo pedagógico ao subdomínio da música; razões pelas quais os educadores realizam ou não atividades musicais; como é que essas atividades são implementadas e se podem proporcionar aprendizagens significativas às crianças e, por fim, aferir os princípios que subjazem às atividades musicais realizadas pelos educadores. Para a concretização dos objetivos, desenvolveu-se um estudo de natureza qualitativa e recolheram-se os dados através de entrevistas semiestruturadas procedendo-se, posteriormente, à análise temática. Consideraram-se como participantes da entrevista, quatro educadoras de infância inseridas institucionalmente em sistemas como: o HighScope; João de Deus; Modelo misto; Movimento Escola Moderna.
Os resultados evidenciaram que existem modelos pedagógicos que atribuem uma maior importância à expressão musical do que outros. Evidenciaram, igualmente, que a maioria das educadoras não desenvolve uma prática sistemática do subdomínio da música, embora todas as educadoras concedam importância à música no processo de formação do seu grupo de crianças,
identificando diversos benefícios que a música e a sua implementação em sala pode proporcionar.
This research work arose from the interest in understanding and comparing how educators inserted in different pedagogical models explore and implement the subdomain of Music in Pre- school Education and what importance they attach to it in the classroom. To this end, four objectives were outlined, namely; what is the importance given by each pedagogical model to the subdomain of music; reasons why educators do or do not carry out musical activities; how these activities are implemented and whether they can provide significant learning to children and, finally, to assess the principles underlying the musical activities carried out by educators. To achieve the objectives, a qualitative study was developed and data were collected through semi-structured interviews and then proceeded to thematic analysis. It was considered as participants of the interview, four kindergarten teachers institutionally inserted in systems such as: the HighScope; João de Deus; Mixed Model; Modern School. The results showed that there are pedagogical models that give greater importance to musical expression than others. The results showed that there are pedagogical models that give greater importance to musical expression than others. They also showed that most educators do not develop a systematic practice of the sub-domain of music, although all educators give importance to music in the process of training their group of children, identifying several benefits that music and its implementation in the classroom can provide
This research work arose from the interest in understanding and comparing how educators inserted in different pedagogical models explore and implement the subdomain of Music in Pre- school Education and what importance they attach to it in the classroom. To this end, four objectives were outlined, namely; what is the importance given by each pedagogical model to the subdomain of music; reasons why educators do or do not carry out musical activities; how these activities are implemented and whether they can provide significant learning to children and, finally, to assess the principles underlying the musical activities carried out by educators. To achieve the objectives, a qualitative study was developed and data were collected through semi-structured interviews and then proceeded to thematic analysis. It was considered as participants of the interview, four kindergarten teachers institutionally inserted in systems such as: the HighScope; João de Deus; Mixed Model; Modern School. The results showed that there are pedagogical models that give greater importance to musical expression than others. The results showed that there are pedagogical models that give greater importance to musical expression than others. They also showed that most educators do not develop a systematic practice of the sub-domain of music, although all educators give importance to music in the process of training their group of children, identifying several benefits that music and its implementation in the classroom can provide
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Keywords
Música; Modelos pedagógicos; Educação Pré-Escolar Music; Pedagogical Models; Pre-school Education