Musical education and monoteaching: ways of being a teacher in early childhood education

Abstract

The article presents results from research on how the single-teacher pedagogue works with musical education in early childhood education. We use a qualitative approach as a methodological basis (Brandão, 2001; Minayo, 2009), with a semi-open questionnaire (Gil, 2010). The focus group interview (Bauer; Gaskell, 2002; Gatti, 2005) was based on references concerning early childhood education, single-teacher pedagogy, and music. Sequentially, we presented the data analysis, through five Analysis Units (AU): “Working with music,” “The role of the teacher,” “Musicalizing,” “A sensitive listener,” and “Children's songs,” inspired by the Comprehensive Interpretive Analysis (Souza, 2014). We concluded that teaching practices are intertwined with daily activities of the teachers and, therefore, complement the musical practice with children in early childhood education.