Música na escola: a mediação cultural do(a) pedagogo(a) nos anos iniciais

Abstract

The present Undergraduate Thesis aims to investigate how the pedagogue can act as a cultural mediator in music, seeking to ensure its meaningful presence in the daily life of Elementary School’s Early Years. For this purpose, through qualitative bibliographic research, the study sought to reflect on the lack of music education subjects in Pedagogy courses, the issue of social media platforms such as TikTok, Reels, and YouTube currently being privileged channels for children’s music consumption, the concept of cultural mediation, and the possibilities of action for pedagogues in music mediation. The results indicate the importance of recognizing music as an artistic language and a field of knowledge that should be included as a subject in the Pedagogy curriculum, requiring specialized teachers to teach it in higher education, so that non-specialist teachers working in Early Childhood and Elementary Education receive essential musical education for pedagogical work with children. They point to the importance of the pedagogue acting as a mediating agent in music to integrate it meaningfully into pedagogical practices. They also reveal that, despite the media appeal of mass music that promotes standardization and musical impoverishment, it is possible to carry out pedagogical practices committed to musical quality in childhood.