música na literatura infantil: as cantigas de roda como proposta lúdica e pedagógica para o letramento e alfabetização na educação infantil e nos anos iniciais do ensino fundamental

Abstract

This study on the importance of the methodological use of early childhood education and in the early grades of elementary school, focusing on the nursery rhyme to promote playful interaction and support the literacy and literacy process. In this aspect, the question is what is the strategic importance of the use of music and in it as nursery rhymes for the teaching and learning process of children in early childhood education and in the early grades? This study is characterized as a bibliographical and documental research from bibliographical and documental research, annotations to published researches on a research in already published sources; it also shows a qualitative research for the dialectical treatment of the discoursed context. The education objective of the study is to validate the methodological importance of music and in them as circle songs for the literacy and literacy process in childhood and in the early grades. The study arises from an observation stage, not like study class notes just for studies of analysis aspects. Use the theoretical foundation and analysis of the BNCC, which intends to ensure an integral human formation with a focus on building an inclusive society that is fair and democratic; Souza (2017), who disagrees about how singing leads children to know stories and learn to read better; Silva (2) to knowledge as our music, among other theorists who were hired directly for our partnership with our study. In education, its main notes, the study results that music, as nursery rhymes referenced as methodological proposals and ludopedagogical alternatives auxiliary with teaching work strategies in early childhood education and in the early years of basic education. It was also consigned that Brazilian children's literature absorbs as nursery rhymes as part of its epistemology.