THE SPACE FOR MUSIC IN CHILDHOOD EDUCATION: THE SCHOOL OF 2020

Considering music education as fundamental for child development, this article reflects on the space reserved for music by the National Common Curricular Base for Early Childhood Education. In the light of the historical-cultural perspective, this work conceives that humanizer school development is the result of an organized, conscious, intentional, and therefore complex. Comparing the current proposal to the previous proposal, it is observed that the current curricular proposal limited the space for the musical activities, which implies limitation in teacher training curricula. This reality, in the context of a pandemic, is added to other lags, constituting a reinforcing teaching curriculum that prioritizes external actions, limiting access to more elaborate knowledge, capable of promoting psychic development. Thus, the current curricular proposal ends up preventing the school from offering education that humanizes teachers and students, a situation aggravated in times of pandemic, when each particular universe represented by the school is responsible for its own subsistence.