A linguagem musical como mediadora do desenvolvimento socioemocional na educação infantil

Abstract

The main objective of this article is to analyze music as a language and its relationship with socio-emotional development in Early Childhood Education. As specific objectives, it is proposed: to understand music as a symbolic and expressive language; identify socio-emotional aspects favored by musical practice; to investigate pedagogical practices that use music as a mediator of development; and to reflect on the contribution of music to the integral formation of the child. The interest in the theme emerged from formative experiences and theoretical reflections that evidenced the potential of musical practice when intentionally mediated by the teacher. The study is organized into the following topics: the relationship between Early Childhood Education and integral development; music as a language and form of expression; socio-emotional development; music as a mediator and pedagogical strategies; methodological path; analysis of the results and final considerations. The methodological perspective is qualitative, delineated from the bibliographic approach. Thus, the research favors the analysis of reference works, namely: Wallon (2007; 1986; 1995; 1975) Vygotsky (1994; 2000) Piaget (1975; 2010) Schafer (1991), Brito (2003), as well as normative documents (DCNEI, 2009; BNCC, 2018; Law No. 13,005/2014). The results indicate that music, understood as a language integrated into the school daily life and worked with pedagogical intentionality, favors socio-emotional skills, such as empathy, self-regulation, cooperation and emotional expression, contributing to the child's cognitive, affective, social and motor development. Conclusively, it points to the need for teacher training and planned practices to enhance this formative role of music.