O material concreto na educação musical infantil: uma análise das concepções docentes

Abstract

This research aims at to find a definition, function and application for concrete material used in early music education, as well as the association of these materials with play and toys. The theoretical base encompasses the study of the definition of games, toys and concrete material originated in XX century, through which it was made possible to elaborate such concept in the field of musical education. It alsoembraces historical study of toys and games, from the XVIII to the XX centuries, through the names of Rousseau, Pestalozzi, Froebel and Montessori, and the figures of music pedagogy of the beginning of the XX century, such as Willems and Martenot. The first four thinkers presented propositions directed at childrens general and musical education. The knowledge of their ideas, regarding toys and games, in addition to the reflections upon the ideas of Willems and Martenots games, caniluminate the search for definitions and understanding of function and application of concrete materials in musical education. Through semi-structured interviews, ten teachers coming from specialized music schools in the city of Belo Horizonte, Brazil, supplied their testimonials on the objectives of this research. The results revealed non-consensual definitions of concrete material and the prioritization of its use in theteaching of music to children, as well as the important relationship between those, toys and games. It is expected, according to this research, to raise reflective questions among teachers who work with these materials in three to five years old childrens music education.