Notação musical em braile na formação do professor de música no ensino de alunos com deficiência visual

• Autor(a) principal: Queiroz, Jhon Kleiton Santos de
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/33725
• topic: Educação musical; Notação musical em Braille; Educação inclusiva; Música

This work aims to present a musical written about Braille and teaching methods on the subject with regard to the methodology of the teacher / student. Given that there is a gap on the availability of these materials, this work will bring educational opportunities for teachers and students. As a methodology, a bibliographical research was conducted with semistructured interviews with teachers, instructors and students, as well as used in empirical research. This research was conducted at the Music School of the Federal University of Rio Grande do Norte, where it has in recent years developed several initiatives regarding the inclusion of people with disabilities. Has also included in its curriculum component of the undergraduate degree, courses focused on teaching Braille musicography, which were included in 2013 as an elective course, but eventually it becomes optional. Regarding the materials, we observe that the gap found is not related to the number of materials, but, regarding how these materials are being published and where we can find them. Another point that we can cite refers to the fragmentation of content in different materials studied. As a result of the interviews, it was proven the need for music teachers in teaching students with visual impairments use in their classes appropriate teaching materials, for example, reglete and puncture brailito and Braille printouts. With respect to teaching, was seen in the statements of the interviewees need to master music teacher besides musicography knowledge, he must have knowledge of audio description. It was observed that it is not just access to material that makes us expert or able to work with the teaching of visually impaired teacher, but the didactic use, commitment and sensitivity, taking into account the limitations and possibilities of the students