Abstract:
This study aims to “Analyze the perceptions of teachers of the 1st cycle of primary education in Mozambique about the usefulness of music as an aid to teaching and learning of initial reading and writing”, starting from the point of view that teaching and learning reading and writing needs diversified methodologies and strategies so that students of different learning rhythms acquire the desired skills. This study is predominantly qualitative, as it privileged empirical factual data collected through the interview and the observation of classes. The quantitative approach, also, is part of this investigation since it was used the questionnaire that collected data that required statistical procedures for its analysis. For the operationalization of the study, the following problem was formulated: “How do teachers in the 1st cycle of primary education in Mozambique perceive the usefulness of music as an aid to the teaching and learning process of initial reading and writing?” The sample consisted of 45 teachers who teach in the 1st Cycle (1st and 2nd grades) in six primary schools in the provinces of Niassa, Manica and Maputo-Cidade, the ratio of two per province. The data collected led to the conclusion that there is a positive perception of teachers about the usefulness of music as an aid to learning in teaching and learning curricular content although, in practice, they use it more for students' motivation than to help students. learning initial reading and writing
