Sounds, images, and musicality in early childhood education: aesthetic, ethical, and political dimensions of teaching practice

Abstract

This study analyzes the relevance of music education within the context of Early Childhood Education, understanding it as an important component of pedagogical processes, articulated with the aesthetic, ethical, and political dimensions of teaching practice. It discusses the role of music in children's holistic development, emphasizing its contributions to learning, social interaction, expression, creativity, and the construction of meaning during childhood. The study also highlights the importance of incorporating music education into pedagogical routines, as well as its role in the mediations carried out by teachers and in the exchange of experiences that foster children's cognitive, affective, and social development. The research adopts a qualitative approach of a theoretical-bibliographic nature, enabling the understanding of meanings, values, beliefs, and practices related to music in Early Childhood Education. The findings indicate that music can occupy a significant place in the school curriculum, as it promotes the development of skills such as oral language, creativity, rhythmic sensitivity, affectivity, socialization, and reasoning, contributing to more meaningful learning experiences. It is concluded that musical experiences in Early Childhood Education directly impact children's processes of self-knowledge and their relationships with the social environment, strengthening citizenship education and reaffirming the aesthetic, ethical, and political commitment of teaching practice.