Brincando com sons e ritmos: Musicalização na Educação Infantil

Abstract

The present text aims to present, theoretically, a discussion about musicalization for children in Early Childhood Education, understanding this as a practice of language and expression. For the construction of this article, we take as a base the experience lived in the supervised stage in Early Childhood Education, of the Pedagogy course of the Federal University of Rio Grande do Norte, which will be presented in a qualitative way showing that Creswell (2010, p. the qualitative approach as "a means to explore and to understand the meaning that individuals or groups attribute to a social or human problem." It is worth mentioning that all opportunities to know existing practices in Early Childhood Education will be presented, especially in relation to musicalization and reflect on this language that enables children to interact with the world. The theoretical north of this study is based on the National Curriculum Framework for Early Childhood Education (1998), the National Education Guidelines and Bases Law (Law 9.394 / 96), which establishes, for the first time in the history of our country, is the first stage of basic education: The purpose of this document is to assist the educator in carrying out his daily educational work with young children. Besides this reference, the work was based on authors, such as: Vygotsky (2007), Joly (2003), Piaget (2004), among others cited throughout the text.