A música como recurso pedagógico no processo de Ensino-Aprendizagem

This article is an excerpt from a Master's Dissertation that addresses the use of music as a pedagogical resource in the Early Years of Elementary School, providing a new playful approach in the classroom. Music, in the teaching of Science, aligned with well-defined objectives, can contribute to the integral development of the student, transforming common sense into scientific knowledge. To this end, it is also necessary to value the culture in which the student is inserted, so that he or she can build knowledge through relationships with music. Based on the context presented, this text presents excerpts from a research project that aimed to investigate the perceptions of students enrolled in the 2nd, 3rd, 4th and 5th grades, in two schools of the Municipal Education Network, in the city of São Paulo de Olivença - Am, describing the use of music as a pedagogical resource in the Teaching of Science in the classroom. The methodology used for the constitution and analysis of the data was the Discursive Textual Analysis (DTA), by Moraes and Galiazzi (2016), with the objective of qualitatively analyzing textual and discursive information. Through the analyses, the relevance of music as a pedagogical resource in the teaching and learning process in Science education was verified, as well as its importance in the development of the student, as well as the motivation to learn, a greater and more active engagement of the students in the classroom, and the feeling of a more cheerful and pleasant environment.