MUSICAL PERCEPTION IN EARLY CHILDHOOD EDUCATION (4-5 YEARS) AND DIGITAL RESOURCES: A LITERATURE REVIEW ON LISTENING TO SOUNDSCAPES IN LIGHT OF THE BNCC (BRAZILIAN NATIONAL CURRICULUM)

Abstract

The presence of digital technologies in daily school life expands possibilities for communication, recording, and access to content, and influences music education practices in early childhood education. This article analyzes the contributions and limitations of using digital teaching resources to promote listening experiences of soundscapes and develop musical perception in preschool children (4 to 5 years old), understood as the ability to direct attention to sounds, describe them, recognize them, and attribute meaning to auditory experiences. A bibliographic literature review was used, complemented by a documentary analysis of the National Common Curricular Base and the National Curricular Reference for Early Childhood Education. The synthesis of the literature indicates that the exploration of soundscapes, sounds from the school environment and daily life, favors active listening, expansion of the auditory repertoire, and comparison of sound parameters, such as variations in intensity and duration, as well as contrasts in timbre and pitch, in articulation with the field "Traits, sounds, colors and forms" and, especially, with the skill EI03TS03 of the BNCC. The use of resources such as cell phones, recorders, tablets, and simple applications contributes primarily by allowing the capture, re-listening, organization, and documentation of sounds, supporting didactic sequences and pedagogical feedback. The effectiveness of these proposals depends on intentional teacher mediation, supervision, and ethical care, as well as adaptation to the infrastructure conditions of schools.