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Que infância é essa? Um estudo das concepções que orientam práticas pedagógico-musicais disseminadas em trabalhos acadêmicos no Brasil
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Abstract(s)
Este artigo tem como tema a educação musical na infância no contexto escolar. Partimos do pressuposto de que há um significativo avanço pedagógico e investigativo sobre o ensino de música na infância das últimas décadas, mas que representa um descompasso com as concepções de infância e de criança disseminadas em propostas pedagógicas que fazem parte de trabalhos de formação de professores em nível de mestrado. Nosso ponto de partida é o questionamento de se os princípios de uma educação musical criativa, a partir de uma imagem de criança como ator social e de direitos, imersa em um contexto de educação entendida como bem comum, reverberam nos cursos de formação de professores e em suas propostas pedagógicas decorrentes de pesquisas. Para tanto, discutimos os resultados de um levantamento bibliográfico de propostas pedagógicas difundidas em trabalhos de mestrado nos últimos cinco anos, analisando-as a partir de um enquadramento teórico em que apresentamos uma convergência de conceitos em um diálogo da Educação Musical com os Estudos Sociais da Infância. Ao final, problematizamos o quanto uma significativa parcela de propostas pedagógicas continua a disseminar uma visão conservadora de infância, o que não contribui para o avanço dos estudos na área e para a prática pedagógico-musical na educação na infância.
This article explores music education in childhood within the school context. We begin from the assumption that there has been significant pedagogical and investigative progress in music education for young children in recent decades, but that this represents a disconnection from the conceptions of childhood and of the child articulated in pedagogical proposals commonly featured in teacher training programs at the master’s level. Our starting point is the question of whether the principles of a creative music education—based on an image of the child as a social actor and bearer of rights, immersed in a context of education understood as a common good—reverberate in teacher education programs and in their pedagogical proposals resulting from research in these programs. To this end, we discuss the results of a bibliographic review of pedagogical proposals published in master’s theses over the last five years, analyzing them through a theoretical framework that brings together concepts in a dialogue between Music Education and the Social Studies of Childhood. In conclusion, we critically examine the extent to which a significant portion of pedagogical proposals continues to promote a conservative view of childhood, which does not contribute to the advancement of studies in the field nor to pedagogical-musical practice in early childhood education.
This article explores music education in childhood within the school context. We begin from the assumption that there has been significant pedagogical and investigative progress in music education for young children in recent decades, but that this represents a disconnection from the conceptions of childhood and of the child articulated in pedagogical proposals commonly featured in teacher training programs at the master’s level. Our starting point is the question of whether the principles of a creative music education—based on an image of the child as a social actor and bearer of rights, immersed in a context of education understood as a common good—reverberate in teacher education programs and in their pedagogical proposals resulting from research in these programs. To this end, we discuss the results of a bibliographic review of pedagogical proposals published in master’s theses over the last five years, analyzing them through a theoretical framework that brings together concepts in a dialogue between Music Education and the Social Studies of Childhood. In conclusion, we critically examine the extent to which a significant portion of pedagogical proposals continues to promote a conservative view of childhood, which does not contribute to the advancement of studies in the field nor to pedagogical-musical practice in early childhood education.
Description
Keywords
Educação Musical Infância Criança Proposta pedagógica Música
Pedagogical Context
Citation
Wille, Regiana Blank; Madalozzo, Tiago (2025). Que infância é essa? Um estudo das concepções que orientam práticas pedagógico-musicais disseminadas em trabalhos acadêmicos no Brasil. Opus. ISSN 0103-7412. 31, p. 1-24
Publisher
National Association of Music Research and Postgraduates