Brincadeiras musicais como estratégia pedagógica para educadores de crianças bem pequenas e pequenas: uma pesquisa de intervenção na Creche-Escola Maria de Jesus Carvalho

Abstract

This research analyzed the use of musical games as a pedagogical strategy in the teaching-learning process of very young and young children. The investigation started from the following questions: How can musical games be used in the pedagogical practices of educators of very young and young children? How do educators conceive of music teaching in daycare-schools? How can a Booklet of Pedagogical Guidelines be constructed, in collaboration with educators, using music as a pedagogical strategy at the Maria de Jesus Carvalho Daycare-School? Based on these questions, the general objective of the research was proposed, which consisted of investigating how musical games can be used as a pedagogical strategy in the teaching-learning process of very young and young children, with a view to developing, together with educators, a booklet of pedagogical guidelines for the use of music. As a result of this objective, the following specific objectives were developed: to analyze the pedagogical practices of educators of very young and

young children; to understand how music teaching is conceived in the daycare- school; to construct, in partnership with the educators of the Maria de Jesus Carvalho

Daycare-School, a Booklet of Pedagogical Guidelines, using music as a pedagogical strategy. The theoretical backgrounds that underpinned the research were: Kishimoto (2002, 2010); Piaget (2001); Vygotsky (1998); Giroux (1999); Barros (2009); Macedo, Passos and Petty (2005); Machado (2003); Brito (2003); in addition to the legal instruments and official documents that support this theme, such as: the Law of Guidelines and Bases of National Education (LDBEN) - Law No. 9.394/96, Law No. 11.769/08, Law No. 13.278/16, the National Curriculum Reference for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI), the Curriculum Document for the Territory of Maranhão (DOCTE/MA), the National Common Curriculum Base (BNCC), and others. In terms of methodology, an intervention research with a qualitative focus was chosen, using literature review, state-of-the-art research, and documentary research. From the point of view of its objectives, this research has an exploratory and descriptive character. The participating subjects were educators of very young and young children. The results showed that playing is strongly linked to children in daycare and that the educators recognized the importance of playing through music. However, there is still a certain distance and insecurity in the use of musical games

due to a lack of training towards this topic. The data show the need for training processes through musical games so that educators feel more comfortable using them and also creating their own games, as was done during the workshops. Finally, it is hoped that this research can serve as inspiration for other educators.