Music in Amazonian Early Childhood Education: Formative Perspectives from the Amazonian Curricular Framework (RCA)

Abstract

This article analyzes the role of music in Early Childhood Education based on the Amazonian Curricular Framework for Early Childhood Education (RCA), which guides pedagogical practices in the state of Amazonas, Brazil. Using a qualitative and documentary approach, the study offers a critical interpretation of the conceptions and guidelines related to the musical education of young children, understanding music as an essential formative language for holistic development. Grounded in theoretical contributions from Early Childhood Education, historical-cultural theory, and music education, the analysis discusses how music is articulated within the fields of experience and learning rights, especially in the field “Traces, Sounds, Colors, and Shapes.” The findings indicate that the RCA recognizes music as a permanent pedagogical practice integrated into daily school life, fostering expression, creativity, social interaction, and the strengthening of Amazonian cultural identity. The study concludes that music transcends utilitarian or decorative functions, assuming a central role in children’s sensitive, cultural, and social formation, while also highlighting the importance of teacher education for its effective implementation.