The institutionalization of Music in early Childhood Education and Elementary Education: comparative analysis between the curricula of two municipalities in Santa Catarina

Abstract

This article analyzes the institutionalization of Music as a curricular component in Basic Education, focusing on a comparative study between the municipalities of Timbó and Guaramirim, in the state of Santa Catarina, Brazil. The research investigates how Music is incorporated into the curricula of Early Childhood Education and Elementary Education, considering legal frameworks, curricular documents, and local educational policies. The findings indicate that Timbó has established a structured model of Music Education, in which Music is offered as a specific subject in Elementary Education, taught by licensed music teachers and articulated with Early Childhood Education. The municipality developed its own curricular guidelines, specific methodologies, and a continuous pedagogical progression, promoting experiences of appreciation, performance, and musical creation. In contrast, Guaramirim presents a scenario of partial institutionalization. Although the municipality has specific legislation, public positions for music teachers, and Music Education in Early Childhood Education, Music in Elementary Education remains integrated into the Arts component, without curricular autonomy or formative continuity. The study concludes that the effective implementation of Music in the school curriculum depends not only on legal requirements, but also on the articulation of public policies, administrative decisions, teacher appreciation, and consistent curricular development, recognizing Music Education as an essential part of students’ integral formation.