Entre o dito e o feito: os documentos norteadores e o ensino de música nos Centros Municipais de Educação Infantil de Montes Claros - MG

Abstract

The research that resulted in this dissertation focused on educational public policies, specifically curriculum policies related to music education in Early Childhood Education, based on two guiding documents: the Common National Curriculum Base (BNCC) and the Curriculum Proposal for Early Childhood Education of the municipality of Montes ClarosMG. In this context, the main objective was to analyze the conception of Art specialist teachers with a background in music from the Municipal Centers for Early Childhood Education (CEMEIs) in Montes Claros-MG regarding the guiding documents for Art/Music education and to understand to what extent these documents influenced the organization of their teaching practices. The theoretical framework addressed the following thematic axes: Educational Public Policies, Early Childhood Education, and Music Education in Basic Education. The research was mainly based on Stephen Ball and Bowe’s Policy Cycle Approach (1992, 1994), which provided elements for policy analysis. The methodology adopted a qualitative approach with an exploratory character, and the research universe consisted of six Art teachers with a background in Music. The methodological procedures included a bibliographic review on topics related to educational and curriculum public policies for Early Childhood Education, curriculum, and music education in Basic Education. The documentary research covered Brazilian legislation on Early Childhood Education and curriculum guiding documents, particularly the BNCC and the Curriculum Proposal of Montes Claros-MG. As a data collection instrument, semi-structured interviews were conducted with the teachers who comprised the research universe. Among the results obtained, it was highlighted that the teachers had a good understanding of the guiding documents, demonstrating a more critical view of the Curriculum Proposal than the BNCC. It became evident that these documents guide teaching work, from lesson planning to pedagogical practices. Thus, teachers are able to mobilize musical knowledge beyond what is outlined in the guiding documents, although there is still a strong articulation of musical content with the topics established by these references. Many challenges remain regarding the interpretation and translation of curriculum policy. It is concluded, therefore, that the field of Music needs to consolidate a curriculum-oriented perspective for Basic Education, considering the impact that guiding documents have on teaching practices.