Percepções de professores sobre as práticas lúdicas no ensino de música para crianças em escolas especializadas em Santarém, Pará.

Abstract

Playfulness is present in human life from an early age, whether through play, or playful activities, providing pleasure as much as music, both constant in childhood. Although, the same pleasure cannot be affirmed in relation to the teaching of music, since, the same is not always pleasant. In this context, specialized music schools make it possible to teach music to children, youth and adults. Thus, the question that moves this research is as follows: What are the perceptions of teachers from specialized schools in Santarém about the playfulness in teaching music to children? To answer this question, this research has the general objective of: Analyzing the perceptions of teachers from specialized schools about playfulness and playful activities inserted in the teaching of music for children from seven to 11 years old. As specific objectives: a) to identify the presence of playful activities in the musical training of teachers, b) to investigate the participants' perception of teaching music to children and the role of the teacher in this context and c) to highlight the pedagogical-musical playful practices from reports from participating teachers. Eleven teachers from five schools specialized in music education participated in the research in the municipality of Santarém – PA. The data were produced from individual semi-structured interviews, conducted with music teachers, such data were analyzed using the technique of DSC - Discourse of the Collective Subject of Lefèvre and Lefèvre (2005). The results are divided into three main themes: 1) Musical training and playfulness; 2) Perceptions about music education for children and the role of the music teacher; and 3) Playfulness in pedagogical-musical practices. The results related to theme 1 brought, through the speeches produced, the professional trajectory of teachers towards the specialized school and musical training throughout life. Since about 9% of the participants had contact before graduation and at graduation, 63.63% of the participants experienced recreational practices. Theme 2, indicated that for the participants, teaching music to children: A. must be playful, B. must be natural, serious and using concrete, C. teacher must have different skills and D. have a different style , ludic. As for the profile of the teacher, the central ideas were found: A. having experiences of playfulness and music, B. Providing playful experiences, C. Knowing what you are doing, D. having different skills and E. Putting yourself in place of child. Theme 3 dealt with playfulness in musical pedagogical practices. The first question addressed brought 4 central ideas about the type of practices adopted: Finally, in relation to the perception of the pedagogical practices themselves, the ideas related to the children's learning and the learning itself were found. We conclude that playfulness was present in the training of research participants and that playful practices occur in the context of specialized music schools, according to the perceptions of the teachers interviewed. As contributions, it is expected that the results will be useful in the sense of contributing to the increase of the theoretical research framework, with regard to the use of playfulness and playful activities in music education for children; as well as, the promotion and improvement of the perception about the educational reflexes of the insertion of the ludic activities in the teaching of music in the specialized schools of this municipality; Santarém – PA .In addition to encouraging new research involving playful activities in the musical education of teachers who work with children of the third childhood; likewise, it is hoped that the results of this research may return to society, inspiring new researchers in the field of music education so that from the contribution on how playful activities take place in music teaching, they can reflect on their own teaching practice.