Navegando por Autor "Santos, Carmen Deyse Veiga dos"

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A musicalidade na educação infantil: processos cognitivos para aprendizagem.
(Universidade do Estado do Amazonas, 2019-03-07) Santos, Carmen Deyse Veiga dos
The present work presents results of a study whose objective was to investigate the cognitive processes that music can mobilize in children attending Early Childhood Education. It is known that in Early Childhood Education, the main objective is the integral development of the child, that is, in the cognitive, psychological, social and motor aspects. Many are the activities used to ensure the development and learning of children among these activities, music is always present in the daily life of the school, being one of the main pedagogical tools that support the activities of the school routine, both for the organization of space, time and also in the content and entertainment approach. Faced with this potential as a form of language, music enables expression in general and through gestures, rhythms and movements. In this sense, with the theme Musicality in Infantile Education, it was sought to understand which cognitive processes music is capable of promoting in the education of small children, based on all the pedagogical moments related to musical activities. For this study, we used methodological procedures such as intensive direct observation, an in - depth theoretical study on language, development and music to be able to discover how music, as a pedagogical tool mobilizes cognitive processes that are intertwined with the children 's educational process as a way of providing the learning of children. To support the research, a set of methods was used to collaborate with the data collection, among them the questionnaire open to teachers, as well as conversation wheels with the children and participant observation. The main theorists who founded the research are: Jeandot (1997), Brito (2003), Piaget (1994), as well as the legal documents: National Education Guidelines and Bases Law No. 9394/96 and the National Curriculum Framework for Early Childhood Education (1998). The accomplishment of this monographic work constituted a rich contribution to the deepening and reflection on the existing educational processes for the cognitive development of children in Early Childhood Education. Emphasizing the importance of this for personal and professional growth in the pedagogical work. Considering the results obtained, we verified the potentiality of music because it is a language considered complete, since its performance enables the integral development, starting from the corporal expression, to the cognitive development, awakening mental processes that facilitate learning, such as attention , memory, reasoning, sensitivity, and that its potentiality can not be minimized, being linked to the educational stage of children only as pedagogical support in routine marking.