Formação e prática docente musical no processo de educação inclusiva de pessoas com necessidades especiais
Resumo
The objective of this research is to identify and reflect on relations between musical education
practices for children with special needs in basic school and formation of music teachers for
the attendance to these necessities. Participants were three music teachers, identified as Paulo,
Renata and Rita, teaching in schools of the Great São Paulo area, where pupils with special
needs are inserted regularly. The data were collected through individual interviews, remarks
in the music classes and theoretical studies of the participant professors. The data collection,
from September, 2004 to September 2005, was carried through in accordance to time
availability of the researcher and the participants. The interviews was planned mainly to
express participant conceptions related to musical education, special education, deficiency
and inclusion and remarks in the classes contributed to characterize the performance of them.
In addition, the curricular greeds and the education plans for basic education, graduation and
post graduation had the intention to analyze the participants academic formation in the areas
of education, musical education and special education and the performance of music teachers
related to musical education for people with special needs and their inclusion in the context
of musical education. Beyond the discussion about musical teaching and the searching of
the foundations for a new teacher´s behavior that favor the learning of this artistic language,
results points out to the necessity of courses directed to the formation of professors (initial
and continued) to discuss including practices and new researchs about musical education in
these inclusion contexts. Facing the necessity of a deeper understanding of this task among
music professionals for inclusion and analyzing proposals to make it effective, the present
research can constitute and important help and subsidy .