resumo
- This article explores music education in childhood within the school context. We begin from the assumption that there has been significant pedagogical and investigative progress in music education for young children in recent decades, but that this represents a disconnection from the conceptions of childhood and of the child articulated in pedagogical proposals commonly featured in teacher training programs at the master’s level. Our starting point is the question of whether the principles of a creative music education—based on an image of the child as a social actor and bearer of rights, immersed in a context of education understood as a common good—reverberate in teacher education programs and in their pedagogical proposals resulting from research in these programs. To this end, we discuss the results of a bibliographic review of pedagogical proposals published in master’s theses over the last five years, analyzing them through a theoretical framework that brings together concepts in a dialogue between Music Education and the Social Studies of Childhood. In conclusion, we critically examine the extent to which a significant portion of pedagogical proposals continues to promote a conservative view of childhood, which does not contribute to the advancement of studies in the field nor to pedagogical-musical practice in early childhood education.