Educação musical e letramento emergente: possibilidades para crianças do primeiro ano da educação básica

• Ano de defesa: 2018
• Autor(a) principal: Fantini, Renata Franco Severo
• Orientador(a): Rose, Tânia Maria Santana de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação musical; Letramento emergente; inclusão
• Palavras-chave em Inglês: Music education; Emergent literacy; Inclusion
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/10221

Based on the studies of Ainscow, Rodrigues and Mantoan, and considering the decisive role of emerging literacy based on the studies of Semeghini-Siqueira and Sulzby and Teale and the importance of this in our society for scholar inclusion to occur in fact, this study seeks to investigate in a way the musical education, inspired by the contributions of musical educators working in the Brazilian scenario, such as Koellreutter, Kater, Brito, Feres, Joly, Parejo, among others, can dialogue with the emerging literacy experiences of children of six years in the context of Elementary School. The purpose of this study was to explore new possibilities and implications of music education in partnership with emerging literacy aspects. The study presents a qualitative approach to data, and they were collected in twelve music lessons for children enrolled in the first year of a public school in the interior of the state of São Paulo, Brazil. The classes were based on the programs of music and literacy proposed by Standley and Hughes (1997) and Register, Hughes and Standley (2012) and had their activities inspired by the contributions of Brazilian musical educators. The data were analyzed qualitatively in eight categories that emerged from the organization of musical activities in the encounters experienced: reception, hello and goodbye songs, activities with voice and language, listening, instruments, movement and body expression, graphics and symbols. The results indicated that when they experienced a set of interdisciplinary musical activities to the emergent literacy, the children progressed in their musical experiences and had opportunities to strengthen aspects of the literacy process itself.