A música na educação: um estudo das canções nos anos iniciais do ensino fundamental

Abstract

This monograph aims to understand the learning processes derived from working with popular songs in the early years of elementary school. The work entitled as: “Music in Education: A study of songs in the Early Years of Elementary School”. It was held at the Professor Rosalina Souza Bittencourt Municipal School, located in the city of Amargosa-BA, with the 4th grade class of elementary school. Therefore, a qualitative research was developed, focusing on the case study. The instruments for data production were observation and semi-structured interviews. The instruments were used with the 4th grade class of elementary school and with a classroom teacher. The research sought to understand the importance of using Songs in teaching. The theoretical framework of this research is based on studies by Brescia (2003), Jannibelli (1971), Gainza (1988), Bueno (2011), Romanelli (2009), Jeandot (1997), Valle (1970), Weigel (1988) Hentschke & Del Bem (2003), Silva (1992), Martins (1985), Rosa (1990), Brito (2003), Joly (2003), Wisnik (1989) and Tatit (2003). From this research, it was conceived that the use of song in the classroom promotes and enables the teaching-learning process. It is understood the importance of using the song from the early grades, being a necessary action for the development and learning of students. Through participation in musical activities, it is possible to increase the child's ability to learn the contents and components provided by the Elementary School Curriculum. Sound musical instruments built by students can contribute to the construction and development of skills such as: self-discipline, collectivity, abstraction for problem solving. This monograph can be understood as a conceptual and practical addition for professionals who work with the use of Songs in the early years of Elementary School and for Pedagogues who use music in the classroom in order to bring new perspectives on how teachers and the school environment must be prepared to work with children, being able to rethink their practice in the classroom.