Percepção do pulso musical em crianças: um estudo de caso sobre estratégias pedagógicas para superar dificuldades nas aulas de música

Abstract

This research investigates the difficulties in musical pulse perception among children in the initial cycle of drum learning, focusing on students who, despite their study time, present disruptions in synchrony with recorded music. The study posits that pulse maintenance is not a purely technical competence but a complex phenomenon articulating psychomotor, affective, and cultural dimensions. Grounded in psychomotricity, the sensory-motor perspective, and the concept of proprioceptive awareness, the work adopted a qualitative approach through a multiple case study at a State Music Conservatory in Minas Gerais. The methodology involved participant observations, interviews with guardians, questionnaires with teachers, and a pedagogical intervention based on the integration of body, sound, and movement. Data analysis identified three psychomotor profiles of rhythmic difficulty — the Retracted, the Accelerated, and the Rigid —, demonstrating that, in the studied cases, pulse instability manifested as a symptom of maladjustments in tonic regulation and bodily listening. At the institutional level, the research proposed the resignification of waiting time in paired classes, transforming it into a moment of regularity development through simultaneous participation strategies. The study also critically validated the Drum Kids method and presents, as an educational product, an Activity Booklet aligned with the BNCC, intended to support teachers in promoting pulse perception through bodily experience. It is concluded that the development of this skill requires, prior to rhythmic precision, a bodily availability for the child to inhabit musical time with their own body.