Contribuições da música na construção de conceitos nos anos iniciais do ensino fundamental
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Data
2022-03-09
Autores
Borges, Miriam Pires
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A música é uma forma de linguagem, presente na vida do ser humano desde a tenra infância e faz parte da realidade de diferentes culturas. Por sua relevância, inserimo-la no espaço escolar, fazendo-se conexão de seus elementos às outras áreas de conhecimento. A pesquisa foi realizada em uma escola da rede pública municipal do interior paulista, com crianças do ensino fundamental, na faixa etária de sete a nove anos. Tem como objeto de estudo a Música na escola e a sua contribuição na construção de conceitos. Como pergunta problematizadora, coloca-se a seguinte questão: como o ensino de Música poderá contribuir na construção de conceitos nos anos iniciais do Ensino Fundamental? Buscamos, como objetivo geral, analisar o papel da música na escola e como as vivências musicais podem favorecer o desenvolvimento cognitivo dos alunos em relação à construção de conceitos. Os objetivos específicos foram conhecer elementos da linguagem musical, propor experiências com o canto, audição, execução e improvisação e construir conceitos a partir de conteúdos da Música. A metodologia constituiu-se por revisão bibliográfica, análise documental e pesquisa-participante no espaço escolar, fase de trabalho de campo. As atividades desenvolvidas com os alunos exploraram os sons e as suas propriedades, a identificação de diferentes timbres, audição de músicas, o conhecimento das figuras musicais, a manipulação, a improvisação, a expressão corporal e o canto. Verificamos, como resultados, maior motivação dos alunos, melhoria nas relações interpessoais, na atenção, na concentração, além de aprimorar o aprendizado e a aquisição de elementos conceituais nas diferentes áreas de conhecimento. Nesse sentido, a pesquisa teve sua relevância por apresentar como a música pode contribuir no desenvolvimento de habilidades cognitivas.
Music is a form of language present in the life of the human being from very early childhood and it is present in the reality of many different cultures. Considering its relevance, we inserted it in the school habitat, connecting its elements to other areas of knowledge. This survey was carried out in a public elementary school, situated in the interior of the state of São Paulo, with children between the ages of seven and nine. The aim of introducing music as a subject in the primary school is to verify its contribution towards the construction of concepts. Therefore we ask ourselves the vital question: could teaching music to pupils during the First years of elementary school meaningfully contribute to the construction of concepts? Our main goal was to analyze the role of music in the school environment and how musical experiences may benefit the cognitive development of the students in relation to the construction of concepts. Our specific goals were to introduce the elements of musical language to our students by proposing experiences through singing, listening, execution, improvisation and to construct concepts through musical content. The methodology was constituted by bibliographic field review. The activities that had been developed with the students included exploring sounds, their properties as well as the identification of different timbres by listening to music, learning about the musical figures, manipulation, improvising, corporal expression and singing. As a result, we observed better motivation and improvement in interpersonal relationships among the students. They also improved their concentration and learning skills besides the acquisition of concepts in the different areas of knowledge. In this sense, this survey has its relevance showing how music can improve the development of cognitive skills.
Music is a form of language present in the life of the human being from very early childhood and it is present in the reality of many different cultures. Considering its relevance, we inserted it in the school habitat, connecting its elements to other areas of knowledge. This survey was carried out in a public elementary school, situated in the interior of the state of São Paulo, with children between the ages of seven and nine. The aim of introducing music as a subject in the primary school is to verify its contribution towards the construction of concepts. Therefore we ask ourselves the vital question: could teaching music to pupils during the First years of elementary school meaningfully contribute to the construction of concepts? Our main goal was to analyze the role of music in the school environment and how musical experiences may benefit the cognitive development of the students in relation to the construction of concepts. Our specific goals were to introduce the elements of musical language to our students by proposing experiences through singing, listening, execution, improvisation and to construct concepts through musical content. The methodology was constituted by bibliographic field review. The activities that had been developed with the students included exploring sounds, their properties as well as the identification of different timbres by listening to music, learning about the musical figures, manipulation, improvising, corporal expression and singing. As a result, we observed better motivation and improvement in interpersonal relationships among the students. They also improved their concentration and learning skills besides the acquisition of concepts in the different areas of knowledge. In this sense, this survey has its relevance showing how music can improve the development of cognitive skills.
Descrição
Palavras-chave
Educação musical, Desenvolvimento cognitivo, Formação de conceitos, Ensino fundamental, Musical education, Cognitive development, Concept formation, Elementary school
Como citar
BORGES, Miriam Pires. Contribuições da música na construção de conceitos nos anos iniciais do ensino fundamental. Universidade Estadual Paulista (Unesp), 2022.