A Contribuição das atividades musicais para o desenvolvimento das funções psicológicas superiores dos alunos atendidos na Sala de Recursos Multifuncionais – Tipo I,

Abstract

This study aims to discuss the contribution of musical activities to the development of the higher psychological functions (HPF) of the students attending in Multifunctional Resource Rooms - Type I. This research is characterized as a qualitative research of a theoretical / bibliographic, documentary and of field. In the documentary research, we conducted the survey of laws and decrees dealing with music as a curricular component in the history of Brazilian public education and the legislation pertinent to Specialized Educational Attendance, as well as the Curriculum for the Municipal Public School of Education of Cascavel - PR. Field research was carried out through semi-structured interviews with 25 (twenty-five) female teachers of the Multifunctional Resource Room - Type I, and 02 (two) pedagogical coordinators of the Municipal Department of Education of Cascavel PR. The data of the interviews were analyzed in the light of Historical-Dialectical Materialism. As a theoretical contribution we are based on Historical-Cultural Psychology, more precisely in the studies Lev Semionovitch Vigotski (1991,1993,1996,1997, 2001a, 2001b, 2005, 2009) and Alexis Nikolaevich Leontiev (1978), in addition to authors who use the the same epistemological assumptions to explain how the development of the psyche occurs, among them, Martins (2007, 2013), Barroco (2007), Duarte (1993, 2001, 2004, 2008). In the survey carried out, in order to verify the existence of productions with this theme, it was possible to perceive that the researches registered in the Brazilian Digital Library of Theses and Dissertations (BDTD), stand out in the area of health, social assistance, sports and education school, but do not involve the music with the development of the superior psychological functions of the students attended in Multifunctional Resource Rooms. In the interviews conducted, the teachers attributed to the music intimate connection with the development of the psyche, that is, from the musical experiences the students have the opportunity to experience learning situations with satisfactory results in the development of memory, abstraction, attention, volition, language and thought. Thus, we can ensure that music, as one of the manifestations of human language, promotes the development of higher psychological functions by allowing the student to make associations, generalizations and abstractions. However, it was possible to perceive that, although the music is contemplated in many laws, decrees and school curricula, musical activities have presented themselves with innumerable gaps, due to the fact that the teacher training is deficient. Given this confirmed in the speech of many teachers, who reported not having access to musical knowledge in their initial formation. However, we note the importance of the work of the teacher as a mediating element so that the student appropriates scientific knowledge through musical activities, with a view to its omnilateral development, since from the Vygotskian theory, in the learning process it is indispensable to mediation by more experienced subjects under the direction of verbal language and the meanings it has, allowing the student access to the cultural heritage that humanity produced, in this case, music. However, such mediation necessarily depends on the quality of teacher training, whether initial or continuing.