Histórias musicais e o desenvolvimento da linguagem: contribuições para a alfabetização e o letramento nos anos iniciais do ensino fundamental

Abstract

The present study investigates the contribution of musical stories to the literacy process and the development of reading and writing skills (literacy/letramento) in the early years of Elementary School. The central theme addresses an interdisciplinary approach that analyzes how musicality combined with narrative stimulates language construction, favoring students’ oral and written expression, creativity, and imagination. The problem lies in the limitation of traditional methodologies that make the learning of reading and writing tedious and unmotivating, highlighting the need for more welcoming and playful pedagogical practices. The general objective is to analyze how musical stories assist in this process, with specific objectives of presenting concepts of literacy (alfabetização) and reading/writing skills (letramento), understanding musical stories as a pedagogical resource, analyzing their use by educators, and exploring the benefits of integrating music, narrative, and written language. The adopted methodology is a bibliographic research with a qualitative approach, based on a survey of theoretical references. The theoretical framework is grounded in authors such as Magda Soares (2003), who defines literacy (alfabetização) and reading/writing skills (letramento) as social processes, and Teca Alencar de Brito (2003), who highlights the role of music in child development, emphasizing the association between music and literature for the expansion of the symbolic universe. The expected results indicate that musical stories promote an inclusive environment, strengthening communicative, cognitive, and emotional competencies, contributing to the holistic development of students and encouraging critical readers