Música na educação infantil: um mapeamento das práticas pedagógico-musicais na rede municipal de ensino de Belo Horizonte.

Abstract

In observance of the law to include the song in basic education of our country and the consequent need to build proposals for music education appropriate to the Brazilian reality, it is essential to clarify the real situation of music teaching in regular schools. Given this context, this study sought to map the teaching of music in the Municipal Child Education Units (UMEIs) of the Municipal Education of the Municipality of Belo Horizonte / MG. Thus, we investigated: the profile of early childhood educators who teach in musical activities UMEIs; needs to develop the teaching of music, the status of music as part of school curricula, and types of musical activities developed and the resources available to carry out these activities. We performed a desk review of documents from public agencies - federal and municipal governments on early childhood education, and were analyzed four other studies already implemented in Brazil on the subject. The methodology used was the survey. Data were collected through a questionnaire, with the participation of 228 early childhood educators of Municipal Child Education Units (UMEI) and semi-structured interviews with four of the deputy directors of UMEIs. The results were similar to those found in the four studies analyzed: a musical-pedagogical training of teachers is poor, the most performed musical practices are considered the most simple to be implemented (such as singing, dancing with the kids, play wheel, chanted and beat the games body); music is used as a "backdrop" for other activities, the formation of habits and a way of command; educators feel the need for the presence of a specialist teacher of music in schools. It is concluded that the state of music education in early childhood education seems to be similar throughout Brazil and that the formation of the music teacher is an issue that deserves attention.