Práticas musicais na educação infantil: investigando o habitus de pedagogas em uma escola do DF

Abstract

The present research investigated musical practices in basic education, focusing on the early childhood education stage and examining the performance of non-specialist pedagogue teachers in music. The motivation for this study arose from the observation that previous research in the same context presented similar issues and results regarding the direction that limits music to a pedagogical resource at this stage, to the detriment of constructing musical knowledge through experiences and activities. With Bourdieu's praxeological theory as a central reference, the research outlined the space as a subfield of music education and aimed to identify the dispositions of habitus that influence these practices. Empirical data were collected at a public school in the Federal District, with observations in early childhood education and interviews conducted in a focus group model with teachers, staff, and the school community. The analyses of the practices were carried out from the dimension of Autonomy in LCT, which enabled an understanding of how the constituents of practices relate to each other. The analyses revealed three categories of dispositions, called Conatus, Commune, and Silentium, indicating a range from a higher recurrence of autonomous musical activities and specific projects to the near absence of music in this context. This investigation suggests that the dispositions underlying the conceptions and practices regarding music are not limited to the pedagogical work of teachers and accumulated cultural capital but are also engendered by the dispositions of other agents in the subfield of school music education, such as other school workers and the children's families/caregivers. The results indicate that, even after curricular and theoretical advances, schools still attribute to music the role of a tool for teaching other knowledge and objectives unrelated to music, thus undervaluing the importance of music as a specific knowledge essential for child development. Additionally, there is the prospect of a possible regression in the practices of teachers who virtually eliminate the presence of music at this stage.