Aprender cantando e dançando: uma análise dos sentidos e significados das práticas pedagógicas no uso da música e da dança na educação infantil

Abstract

The present article, a result of a research occurred in 2020, at a kindergarten, located in the city of Parnaiba (PI), presents an analysis of the purport and meanings of pedagogical practices, developed by educators, through the music and dance, at the kindergarten. The study is a qualitative nature, using an ethnographic methodological approach. The article is located in the context of investigations about kindergarten education, with emphasis on a theme that is linked to the thematic axis of culture, language and social interaction. Even though the school recognizes the importance of working with music, dance and demonstrates significant efforts that shows their commitment to the education of children, inserting it in the planning and recognizing its benefits, the conclusions of the analyzes point to the existence of conceptions and practices that focus on music and dance only as an instrument of relaxation, form of entertainment, “break the ice” and stratagem and not as central and strategic devices in the integral development of the child.