Sinfonia do aprender: a integração da música e das brincadeiras nos anos iniciais do ensino fundamental

Abstract

This monograph investigates the impact of integrating music and play in the deve-lopment of children in the early years of elementary education. The qualitative rese-arch, grounded in the works of authors such as Vygotsky (1978, 1998, 2007) and Kishimoto (1993, 2002, and 2013), is based on the hypothesis that these playful practices significantly contribute to learning. The methodology included bibliogra-phic and documentary review. The results, structured into three chapters, demons-trate a strong relationship between music, play, and meaningful learning. The first chapter establishes the theoretical foundation, exploring concepts such as the Zone of Proximal Development and meaningful learning. Chapter two investiga-tes the integration of playful resources—such as music and games—into the tea-ching of Portuguese Language. It shows how poems, games, and rhythmic stories promote meaningful and interactive learning, supporting cognitive and socio-emotional development. The research highlights the importance of play as a power-ful pedagogical tool for language development and literacy. It also addresses tea-cher training for the effective implementation of these musical and playful practices, aiming to create a more inclusive and motivating learning environment. Finally, it reflects on the impact of these practices on student motivation and their connection to the educational process. The third chapter presents practical proposals and reflections on the teacher’s role as a mediator. The study concludes that the integration of music and play fosters more meaningful and enjoyable learning, contributing to the holistic development of the child. Despite the demonstrated benefits, the research points to the need for greater integration of these practices into the school curriculum, requiring adequate teacher training and appropriate material resources.