Práxis docente na educação musical inclusiva: estudos no contexto escolar do estado do Rio Grande do Norte
In the articulation between different fields of knowledge - Education, Music Education, Inclusive Education, Special Education, Diversity and Basic Education - this work focuses on the education of music teachers to act in an inclusive perspective in the context of Basic Education. In this sense,...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29541 |
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| Resumo: | In the articulation between different fields of knowledge - Education, Music Education,
Inclusive Education, Special Education, Diversity and Basic Education - this work focuses on
the education of music teachers to act in an inclusive perspective in the context of Basic
Education. In this sense, the present research had the general objective of understand how
music teachers, in different stages of Basic Education, deal with the inclusion of students with
disabilities in the state of Rio Grande do Norte. The research that supported the dissertation
specifically intends to: I- Identify the foundations that guide the planning of the music
teachers that work in Basic Education regarding the inclusion of students with disabilities; II -
Know the principles that guide the actions of these teachers in relation to the inclusion of
students with disabilities; III- Identify the challenges and strategies of the teachers to deal
with inclusion in Basic Education; and IV – Bring reflections about the evaluation of the
teachers in what concerns to their own performance. As methodological procedures, I used the
qualitative approach based on case studies or multiple case studies (TRIVIÑOS, 1987,
BOGDAN; BIKLEN, 1994; BRESLER, 2007). The discussions present in this study dialogue
with the theoretical framework based mainly on the ideas of Freire (1967; 2005; 2007; 2009);
Schön (2000) and Pimenta and Ghedin (2010), among others who deal with critical and/or
reflective professionals. By directing the gaze to the teaching praxis, it was possible to
understand through music, several other forms of inclusion. Thus, it was found that inclusion
goes beyond the act of including, but it is also respecting, accepting, humanizing other as well
as yourself. It is also sensitivity, affectivity, intelligence, reflection, union, overcoming,
cooperation, participation and donating yourself. It is social welfare, sharing, learning
together, is to prepare yourself, transformation, but, above all, a loving act. It was also evident
that evaluation and self-evaluation are important elements that guide teaching actions and
that, being well conducted, corroborate the development of students with disabilities. In
addition, the study revealed a lack of teacher education in music aimed at inclusion in the
context of Basic Education. The study presented here raises new questions to be investigated
and contributes to the area of Music and the formation of teachers in different perspectives. |
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