Análise de uma experiência com música no estágio supervisionado de educação infantil: contribuições da pedagogia histórico-crítica e da psicologia histórico-cultural

Abstract

The present study has as general objective to analyze the experience of work with music, developed during the discipline of Supervised Stage II (Infant Education) in the Pedagogy course of the Federal University of Alagoas, based on the contributions of the Pedagogical Proposal for Early Childhood Education System Municipal of Teaching of Bauru (2016). On the occasion, we carried out an intervention project on "The place of music in Early Childhood Education" with the children aged 4 to 5 years of a Municipal Early Childhood Center2 (CMEI) in the municipality of Maceió. Considering that the school plays a fundamental role in the development of human beings, Infant Education should be guided by the objective of promoting the full and integral human formation of children, which passes through the recognition that Music, as a dimension of Art, has been an essential area of the curriculum since the early years. The specific objectives of the research were: 1) to discuss the role of Music in human formation and its place in Early Childhood Education; 2) to report on the experience gained during the discipline of supervised stage II (children's education) and 3) to increase knowledge about the limits and possibilities of work with music in early childhood education. In order to reach the proposed objectives, we performed the following methodological procedures: I) literature review on the topic; II) resumption of records of the Supervised Internship 2 experience summarized in the final internship report; III) systematization and selection of the information collected in the experiment IV) reflection on the experience of the stage from the theoretical reference. The theoretical and conceptual basis used in the analysis was the Pedagogical Proposal of Bauru, guided by the philosophical currents of historical-critical Pedagogy and historical cultural psychology, focusing on pedagogical practice considering the theoretical referential mentioned. The conclusion of the study allows us to point out that the Pedagogical Proposal document presented consistent guidelines both for the teaching of Music, serving as a subsidy for schools that educate in the historical-critical and historical-cultural perspectives, as well as to analyze the internship experience , because the work would be much better if we had knowledge of the referential.