Ensino de música na educação infantil: um relato de experiência em aulas particulares para crianças

Abstract

This study presents an experience report on music teaching in Early Childhood Education, focusing on pedagogical practices developed during private lessons in a home environment. The research, conducted by a student of the Music Licentiate program at the Federal University of Cariri (UFCA), aims to analyze how musicalization contributes to the integral development of children in early childhood and to the teacher's own professional training. The theoretical framework is based on Paulo Freire’s perspective of the "reflective teacher," integrating concepts regarding children's cognitive, psychomotor, and socio-affective development. The adopted methodology is qualitative, using an experience report format to describe routines, didactic strategies, and the use of playful resources and instruments such as musical bells, xylophones, and drums. The results demonstrate that music teaching in a home context, when planned with intentionality, favors the creation of bonds, the organization of routines through welcome and dismissal songs, and the transformation of abstract concepts into tangible experiences. The study concludes that musicalization at this stage goes beyond musical technique, establishing itself as an essential tool for the child's autonomy, expression, and the strengthening of self-esteem.

Keywords: Music education; Children's musicalization; Experience report; Pedagogical practice.