O estágio em Música na educação infantil e a diversidade de gênero, étnico-racial e a inclusão:

um relato de experiência

Abstract

In Music Education degree programs, the internship is a mandatory formative stage aimed at developing competencies in music teaching across different contexts, with early childhood education being one of them. The objective of this article is to analyze three situations that occurred during the supervised internship, considering gender, ethnic-racial, and inclusion perspectives. Based on structured reports drawn from the narratives of the protagonists — children and pre-service teachers — the study reveals how the experiences during the internship, in addition to providing learning in teaching music to young children, expanded the pre-service teachers' conceptions about the relationships between child, music, diversity, and inclusion. The situations investigated address issues of gender stereotypes, racial diversity, and the inclusion of a student with Autism Spectrum Disorder (ASD), showing how the internship became a space for reflection and pedagogical adaptation. The account of a child associating skin color with a specific crayon shade, the questioning of racial identity during a musical activity, and the inclusion of a student with ASD in a musical experience are examples of how the internship confronts identity and educational issues. This research contributes to the training of music teachers, emphasizing the importance of incorporating gender, ethnic-racial, and inclusion issues into teaching practices, aiming for accessible, plural, and conscious music education.