Özet:

Abstract Under the assumptions of Lev Semionovitch Vigotski's Historical-Cultural Theory, this article aims to share possibilities for music education in childhood, from the organization of the educational-musical space with centrality in the child-sound environment relationship, also called perejivanie. Eight musical education classes were organized with a fourteen children, in order to understand how the aesthetic experiences with everyday sounds of children can leverage the development processes of their musicality. The following educational and research tools and procedures were used: children's recordings of sounds from their daily lives and sharing these sounds, musical conversation circles, educational-musical activities and dialogue, sound-graphic recordings of sounds and individual narratives of these records. The method of analysis used was the pedological one, pointed out by Vygotski in his works. It is concluded that the sound experiences are an important resource to be organized in educational-musical spaces and indicate paths for the potential of musicality in childhood.

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