O uso do canto nas aulas de musicalização: percepções de três docentes atuantes na região do triângulo mineiro

Abstract

This study aimed to understand the perception of three music teachers working in the Triângulo Mineiro region on the use of singing in musicalization lessons. To support the study, a theoretical framework divided into two chapters was made. In the first chapter, we tried to discuss the concept of Musicalization, also reflecting on its polysemic character. The second chapter was aimed at a more specific theoretical look at the use of singing in musicalization lessons. In methodological terms, considering the stipulated research problem – What is the perception of three music teachers working in the Triângulo Mineiro region on the use of singing in musicalization lessons? - and the need to deepen the theme, it was defined that the qualitative approach would be the most suitable for the search for answers to the problem. Thus, semi-structured interviews were conducted with three carefully selected participants – music teachers working in the Triângulo Mineiro region. After an in-depth and careful analysis of the data, the results obtained show that singing is used in musicalization classes by the three interviewed teachers. Teachers point out that they structure different ways to work musicalization with different age groups, but that singing is always present, for example, in learning repertoire, in carrying out activities and musical games that involve singing.