A EDUCAÇÃO MUSICAL ESCOLAR E O PAPEL DO PROFESSOR DA EDUCAÇÃO INFANTIL NA INSERÇÃO DA CRIANÇA AO UNIVERSO SONORO: REFLEXÕES À LUZ DA TEORIA HISTÓRICO-CULTURAL
Abstract
Childhood is the threshold of human historical-social construction. This process begins as soon as the child is born. She progressively internalizes supra-biological needs from the affective relationship with parents, siblings and others in the family. This relationship, according to Vigotski (1991, p. 146), is also motivated by the care that child need: from biological care to actions of affection and protection. Child builds her social autonomy through continuous communication with adults, initially, a silent dialogue, but coming from her own ability to understand (Mello (2007, p. 3). In this sense, music actively participates as an important point of communication between child and the world, which begins even in the intrauterine fetal phase. Sound is the element that allows her, intuitively, to have the first perceptions of life, when she hear the noises caused by the mother's body, the external voices of the father, siblings, etc., the heartbeat and even songs sung by parents and/or issued by electronic means. Thus, babies and children begin a relationship with the sound universe that accompanies them throughout their lives. In their school trajectories, in early childhood education, music participates in the daily lives of them, from daycare to preschool. However, according to several studies, in these school environments, it is clear that musical practices have been limited to disciplining, training and also to enhance other learning, abandoning aesthetic elements that this art can provide to children in their human formation as musical appreciation, listening to sound, creation and imagination. This study proposes to discuss school music education as an instrument for construction, enjoyment, development and transformation of the child's universe, emphasizing the role of teachers and the importance of planning musical practices for the development of cognitive skills and insertion of the child, as a subject, in the sound universe, based on the epistemological concept of Vigotski's Historical-Cultural theory.
Keywords: Music. Education. Childhood. School musical education. Historical-Cultural Theory.
