Abstract:

When integrated into the literacy process, music stimulates multiple senses, strengthens neural connections, and increases student engagement and attention, thereby promoting learning. Investigating its effects on the brain and its pedagogical applications is essential, as it is an effective strategy for overcoming difficulties encountered during this school period. Considering this set of factors, this article investigated the contribution of the use of music and musical instruments in Portuguese language classes, anchored in cognitive neuroscience, to the learning of vowels by first-year elementary school students at a public municipal school in the state of Paraná, Brazil. The qualitative, applied research was configured as a case study and was conducted in the context of a field study. Data collection took place during the application of a technical-scientific resource in the Portuguese language class, totaling thirty-two class hours, with the participation of ten students. They responded to diagnostic assessments and created songs and melodies. The results indicate that singing and the rhythmic patterns present in the songs provided the participants with playful, motivating, and enjoyable experiences, promoting attention, curiosity, and interest in learning. It was also observed that these elements led to an expansion of listening, vocabulary, memorization, and writing of new vowels, contributing to initial literacy.

Keywords:

Teaching, Learning, Alphabet, Playful, Musical instruments.