Musical language in child education: reflections and possibilities

The aim of this study was to investigate the function of music in child education from the perspective of three representatives of three different levels interfering in the pedagogical practice: the author of the chapter dedicated to music in the National Curriculum for early child education; 2) the coordinator of Child Education of the Secretary of Education of a city in São Paulo state; 3) child education teachers. This qualitative research started its investigation based on the suggestions present in the DiretrizesCurricularesNacionaispara a EducaçãoInfantil -DCNEI (BRASIL,1999,2010) and in the ReferenciaisCurricularesNacionaispara a EducaçãoInfantil -RCNEI (BRASIL, 1998) that propose that music must be experienced by exploring ( body and other sound possibilities), joyful characteristics, expression, appreciation and creation, showing preoccupation with child musicalization and considering music as a fundamental language for child formation. The voices of the author of the curricular referential, of the coordinator of the city and of the teachers were obtained by means of interviews. The analysis of the data tried to identify the relationship between what is proposed and how the teachers report their practice