Música e inclusão: uma análise legal, política e teórico-metodológica

Abstract

Music Education for the target audience of Special Education is a challenge in Brazilian education. From this perspective, this research sought to identify in legislation, policies and theoretical-methodological conceptions in Music Education in the context of inclusion. It was based on theoretical assumptions about Music Education, Special Education, Inclusion and the teaching of Art/Music in Brazil. For that, it was configured in qualitative research, of bibliographical nature, with a focus on documental analysis in a dialectical approach. The course of this research began with the specification of the legal and political context of teaching Art for all for the full exercise of citizenship, without discrimination, with the changes that occurred with the legislation over the years until the proposal of Supported Music Education by Law 11.769/2008 which makes music teaching mandatory in schools across the country. In the second section, we describe the existing active methods in the area of Music Education that are related to the process of Inclusive Education and, finally, we seek to understand the contribution of music educator Jaques-Dalcroze proposal in heterogeneous environments to promote learning for all students. At the end, we weave our considerations on the proposed subject understanding the contribution of Art/music in the educational teaching and learning process despite the difficulties of implementing Law 11.769/2008, we highlight the importance of active methods in music education enabling a comprehensive education of the human being and we emphasize the contribution of Émile Jaques-Dalcroze proposal in heterogeneous environments under the music-movement relationship through active listening, movement and reflection, linked to mental, sensitive and sensorimotor factors. Despite the limited amount of papers written on the subject, we hope that this research will contribute and bring important reflections on Music Education in the context of Special Education in the inclusive context for the full exercise of citizenship.