Banca de DEFESA: ITALO SOARES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ITALO SOARES DA SILVA
DATE: 20/12/2019
TIME: 09:00
LOCAL: Sala 22
TITLE:

INCLUSIVE MUSIC EDUCATION: MULTICASO STUDIES ON THE TEACHER PRAXIS IN MUSIC IN THE SCHOOL CONTEXT OF RIO GRANDE DO NORTE STATE 

KEY WORDS:

Music Education. Inclusion. Diversity. Basic Education. Teacher’s formation.

PAGES: 144
BIG AREA: Linguística, Letras e Artes
AREA: Artes
SUBÁREA: Música
SPECIALTY: Instrumentação Musical
SUMMARY:

"This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001" in which the objective was to understand how music teachers, in different stages of Basic Education, deal with the inclusion of handicaped students in the state of Rio Grande do Norte. The research that supported the dissertation specifically aimed to: I- Identify the foundations that guide the planning of the music teachers that act 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 the inclusion in Basic Education; and IV – Bring reflections about the evaluation of the teachers in what concerns to their own performance. To discuss how teachers deal with the inclusion of students in Basic Education, I used the case studies or multiple case studies, as well as the qualitative approach (TRIVIÑOS, 1987, BOGDAN; BIKLEN, 1994; BRESLER, 2007) from data collected through techniques and instruments known as the participant observation, field diary and semi-structured interviews. In addition, I performed audio recording through interview recordings, record transcripts, documentary research, as well as a literature review on the theme of music and inclusion in the school context. Thus, the discussions present in this study dialogue with the theoretical framework based mainly on the ideas of Freire (1967; 2005; 2007; 2009); Schön (2000); Pimenta (2010), as well as with authors who deal with different perspectives on the themes of Teacher’s Formation, Music Education, Basic Education, Inclusion, Diversity, Inclusive Education and Special Education. Having this in mind, by directing the gaze to the teaching praxis, it was possible to understand through music, several other forms of inclusion. So, I found that inclusion goes beyond the act of including. For it is also respect. Accepting. Humanizing others as well as yourself. Sensitivity. Affectivity Intelligence. Reflection. Union. Overcoming. Cooperation. Participation. Donating yourself. It is social welfare. It is sharing. It is learning together. It is to prepare yourself. It is transformation. It is capacity for changing. It is a loving act.

BANKING MEMBERS:
Externa à Instituição - CRISTIANE MARIA GALDINO DE ALMEIDA - UFPE
Externa ao Programa - 1545096 - DEBORA REGINA DE PAULA NUNES
Presidente - 1648016 - JEAN JOUBERT FREITAS MENDES