A Música no Desvelamento do Universo Infantil: práticas pedagógico-musicais de professores das unidades e escolas municipais de educação infantil em Santarém, Pará

Abstract

This research has as central objective analyze how teachers from municipal units and schools of Early Childhood Education in the urban perimeter of Santarém use music in their pedagogical practices. The specific objectives sought to identify the pedagogical-musical practices carried out by early childhood teachers, analyzing the available resources for carrying out musical activities and identifying the needs and difficulties for the development of these activities. The intersectional design survey method was used. Data collect was based on the Diniz (2005) questionnaire, with questions about sociodemographic nature and related to pedagogical-musical practices. Of the 175 teachers who make up 51 school spaces for early childhood education – divided in UMEIS, EMEIS, CEMEIS and Pre I and II schools – 83 teachers from the Municipal Education Network of the Santarém urban perimeter participated. The research results revealed that the majority of professionals working in this stage of basic public education are female, corresponding to 82%, with a few male professionals equivalent to 7%. All study participants have a postgraduate education and there is a teacher with a master's degree in education. It was also revealed that 56% of teachers have no formation in music. There is an expressive number (68%) of professionals who do not sing or master any musical instrument, as well as 71% do not participate in events of continuing education in music, when they are offered by the Municipal Department of Education. Despite that 83 interviewees said they used music in their activities such as dance, which is the most cited among these practices (81.7%), movement (80.4%), listening to music (76.8%) and singing (68.2%). Also, 73.1% of teachers use music aiming at creating habits and only 40.2% use music in activities to develop perception (height, intensities, duration and timbre). In relation to spaces used for pedagogical-musical practices, the research showed that they are diverse: 32 teachers use only the classroom, while 50 teachers besides classroom use also patio, video room, park, refectory, garden and even a hut inside the school. In regard to material resources, the scenario shown by the participants revealed only DVD player, television and stereo system as resources offered to the activities of teachers in school spaces for early childhood education. Thus, of the 83 participants, 68 said they make use of the three resources, 7 teachers reported that they just use TV and 3 only stereo system in their musical practices. Most teachers (56%) follow the RCNEI (National Curriculum References of Early Childhood Education) proposal, although there are significant percentages of those who are unaware of this proposal, corresponding to 40%, and another 6% representing the number of those they know, but do not follow it. With regard to the difficulties faced by teachers in classroom, the question 24 of the questionnaire, in which the Collective Subject Discourse was used as an analysis method, revealed these following central ideas: formation, lack of instruments, formation and resources, shortage of time, lack of resources, structure and space.