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This research was born with the desire to investigate the configuration of the pedagogical practice of teachers of the initial years in Primary Education in the context of the Law 11.769/2008 which guides the Music as compulsory content in schools of Basic Education, procedures were adopted that could identify the presence of music in school in order to know the possibilities and limits of this teaching in the initial years, as well as the real actions proposed by the Municipal Department of Education regarding the process of implementation of the Law 11.769/08. The methodological framework adopted was in the perspective of the methodology of quanti-qualitative research, with fourteen teachers who work effectively in two Education Institutions of the municipal network and one hundred and thirty-two students regularly enrolled in these schools. For data collection, a semi-structured interview was used to capture the meaning, interpretation and conceptions that these subjects give to the proposed theme as well as bibliographic consultations and specific reading on the legal bases that govern Primary Education in Brazil and public policies involving the inclusion of music in school.
About the author
Enseignant dans une école publique. Diplômé en pédagogie à l'université Alfredo Nasser et en langues à l'université Salgado de Oliveira. Spécialiste en psychopédagogie, méthodes et techniques d'enseignement, gestion des personnes et gestion publique. Professeur d'alphabétisation. Je crois en l'enseignement de la musique comme ressource pédagogique et instrument d'inclusion sociale.
