Vibrações do silêncio na Educação Inclusiva: mediações possíveis no ensino de Música para pessoas com Surdez

Abstract

Taking as a reference the integral human formation, the present master's dissertation establishes a dialogue between the Historical-Critical and the Historical-Cultural theory, aiming to deal with the possibilities of approximation between the field of art, through the teaching of music, in a context of non-formal education, which works with the inclusion of people with hearing impairment. To meet this purpose, the following general objective was defined: To analyze the pedagogical inclusion of deaf people in music classes, based on the experiences developed in a non-formal education institution, taking semiotic mediation as a parameter. Composing the explanatory phase, a documentary corpus was built that deals with the inclusion of people with disabilities. The aforementioned institution that set up the empirical research is located in the city of Recife. The theoretical foundation is predominantly Marxist, based on studies based on Dermeval Saviani, and Lev Semionovich Vigotski, in this direction, the mediation category was taken, in the semiotic and pedagogical perspective, as the main core of analysis. From a methodological point of view, the characteristics and procedures of the research are in line with qualitative research; as collection and analysis techniques, narrative research was adopted. The following were used as collection instruments: a semi-structured questionnaire and a narrative interview (EN), in addition to written records about the “Inclusive HOME” Method; the first, adopted with professors and students; the second contemplated life stories of students with deafness, enhancing the voice of subjects, commonly silenced; the third refers to the teaching method used by the institution to mediate inclusion. The analytical movement used the parameters of narrative analysis (JOVCHELOVITCH; BAUER, 2008). The results obtained showed that semiotic mediation occupies a prominent place in the totality of pedagogical practice/students' lives, evidenced by the democratic access to classes, with the participation of people with and without disabilities; Teachers considering the differences in the learning time of each student as a primary factor, as well as seeking specific training and planning to work with students with disabilities; Adoption, by the educational institution, of a specific method for teaching music to people with deafness, prepared by the coordinating teacher; Active social life providing opportunities for students to enter music at the institution. The theoreticalmethodological exploration of the mediation category supported the development of an educational product, which facilitated inclusive didactic-pedagogical processes, socialized and evaluated through a workshop offered to the teachers of the researched institution