Resumo

CARVALHO, Patrícia Alves  e  ROJAS, Jucimara Silva. Music as language in early childhood education. Sér.-Estud. [online]. 2018, vol.23, n.49, pp.119-142. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i49.1143.

This work seeks to show the importance of music as a language in the children’s learning in school, evidencing that the absence of musical instruments and the non - formation of educators in music, does not influence the musical pedagogical activity. It contextualizes in games and plays the role that music plays in the historical development of the human being, contributing to the biological, affective, social, cognitive and cultural formation. We start from the moments that support for the history of music as an illustration, to contextualize the theme. We emphasize theoreticians such as Merleau-Ponty, Wallon, and Vygotsky, in moments that range from the phenomenological perception of Being, through their socialization, interdisciplinary mediation, to playfulness, with effects of meaning. Movement, thought and feeling, parts of life; rhythm, harmony and melody, constitutive aspects of music, make a significant metaphor of this writing. We show that music can be part of the children’s pedagogical activity as an interactive language, through alternative materials or the body itself emitting sounds and building rhythms, with actions of early childhood educators, which include the use of music as experience and expressiveness, exercise of autonomy and playfulness, allowing the socialization, affectivity, learning and motor coordination of the child.

Palavras-chave : Infant Education; music; knowing.

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