Afetados pela música: autonarrativa e reflexões sobre o lugar da musicalização na educação infantil

Abstract

This work aims to reflect on the place of music education in early childhood education, based on the articulation between formative self-narrative, analysis of initial teacher training in Pedagogy, and experience gained during Supervised Internship II. The research starts from the problem of how subjects are affected by music throughout their trajectories and what reflections these effects raise about music education in the context of childhood. Methodologically, it is a qualitative research approach, of a bibliographic nature, articulated with the self-narrative perspective, taking the researcher's musical experiences as a starting point to problematize broad issues about teacher training and pedagogical practice. The study engages with authors in music education, early childhood education, and human development, as well as normative documents of Brazilian education, such as Brazil (1996, 1998, 2009, 2018). The analysis shows that music has been present in the researcher's trajectory as a family, religious, community, cultural, and formative experience. However, in the Pedagogy course, its presence proved to be limited, sporadic, and lacking in experimentation, revealing limitations in the initial training of educators for working with music education. The internship experience, in turn, allowed us to observe that music is present in the daily life of Early Childhood Education, but often in a functional way, associated with routine, entertainment, and support for other learning. It is concluded that the challenge lies not only in inserting music into the school, but in redefining its pedagogical role, understanding music education as a language of mediation and a formative experience capable of fostering expression, listening, creation, interaction, and the integral development of the child.