A educação musical infantil e o uso das Tecnologias de Informação e Comunicação: percepção dos docentes

Abstract

This research, linked to the Masters Program in Education at Univesidade do Oeste Paulista, has a qualitative approach and was carried out as an attempt to understand teachers perception of Information Technology and Language Arts (ITLA) as a complementary tool for the teaching learning process of child music education. This study points out the importance of ITLA in the teaching-learning process and shows the way for teachers in their attempt to work out teaching strategies which might help children learn music. Firstly, a social profile questionnaire and a semi-structured interview were designed comprising five teachers of child education at a public school in Álvares Machado (SP) dealing with the use of ITLA in child music education. Afterwards, a 30-hour workshop was held, in which the researcher presented three learning subjects (LS) - "Zorelha"," Creative practices on web 2.0" and "Gen Virtual" - which were broached by the interviewed teachers. After that, a new interview was held, based on a semi-structured direction, in order to identify possible changes in their conception of teaching-learning music following their contact with the learning subjects. Based on the answers given to the questionnaire, on the interviews, and on observation held during the workshop, the following analysis categories were devised: the teaching of music; the use of technology; the use of SL in music learning. The survey allowed us to understand those teachers background development meant for the teaching of music in schools, the use of technology in that specific environment, and aim of such a pedagogical action. One also found out that teachers encountered difficulties to teach music in schools because they did not have enough knowledge of the subject; that the ITLAs used as a teaching device contribute to the childrens background development; that teachers hardly know any kind of educational subject which might be used with the children in classroom and, by getting acquainted to it, by means of the workshop, they encountered difficulties to incorporate it into everyday school life.