Arte-educação: A formação do pedagogo e o ensino de música.

Abstract

This work consists of an investigation about the relevance of music teaching in the school context, with a view to understanding it in the education of the pedagogue and mediating it in the education of the student for the construction of knowledge. In this discussion of the field of art education, we reflected on the triangular proposal as an interdisciplinary component aimed at social transformation, when we believe that music education contributes to the development of the subject's learning in the creative process, by associating imagination with intelligence. Methodologically, we rely on Lakatos and Marconi (2003), Boccato (2006) and Zamboni (1998) for the global elaboration of the work, with a bibliographic and documentary research in line with education authors, such as Fusari and Ferraz (2001 ), Libâneo, Oliveira and Toschi (2012) and Vygotsky (2003); art education, such as Barbosa (2010; 2018), Bellochio (2014), Cunha (2009), Ferreira (1950, apud SOUSA, 2003), Haetinger (2005), Lino (2008) and Sousa and Lourenço (2017); and relevant legislation. We seek to address the importance of this knowledge for children in Basic Education, more specifically in Early Childhood Education and Elementary School I, based on the vision we obtained during the period of pedagogical residency and in the Pedagogy course internship at the Federal University of Uberlândia (UFU, in Portuguese abbreviation). Finally, we note the indispensability of musical training in classes at the aforementioned levels of education, from the perspective of a unidocent teacher, in which the pedagogue needs to approach the discussions about music teaching and the contents related to music education.