MUSIC IN THE NURSERY

reflections from teaching narratives on curricular practices

Abstract

This text's theme is music in the nursery curriculum, with curricular practices, in this age group, marked by singularities and subtleties that permeate the different situations in the daily life of educational spaces that serve babies. Thus, this work aimed to understand, from teaching narratives, how music is present in interactions and games through the body and expressiveness in everyday relationships, especially in the various curricular actions that are particularized in the ways of interacting and playing. musically from the expressive body in movement and its language and sound possibilities. In this sense, methodologically, this text is based on narrative research, in which teachers' narratives about curricular practices involve music as a language that enhances integral development. Such aspects contribute to the understanding of the different purposes and meanings of music to meet the varied curricular demands of a nursery class, such as the physiological, psychological, emotional, sentimental and cultural needs that resonate daily through communication and expression of the active body, sound, which produces culture, knowledge and human formation. The results indicate that the curricular practices that involve music in the daily life of the nursery gain new perspectives, which go beyond moments of caring for the body, but also educational moments, based on sung games and the inseparable situations of caring for and educating babies.