A formação inicial do professor de música na perspectiva da inclusão

• Autor(a) principal: Varela, Igor Rafael
• Data de Publicação: 2013
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/33686
• topic: Educação musical; Professores - Formação; Educação inclusiva; Educação especial; Música

This paper aims to discuss about the central initial formation of brazilian music teacher from an inclusive perspective by e xamining the current realities of the national curricula of the courses Bachelor’s Degree of Music regarding the inclusion of required components focused on the diversity of the student body, researching the importance of the disciplines of Special Educati on/Inclusive in curricula for teacher training in the undergraduate Music and investigating the relevance of the participation of undergraduates in extension projects geared toward musical education of persons with disabilities during graduation. Therefore, in addition to literature, we conducted an documentary research on the websites of the universities selected to obtain curricular structures published. For institutions that did not provide this feature, such documents occurred through contacts via email . Once collected the data, an analysis of documents guided by the presence or not of these specific components. To collect data on the importance of specific courses for the training of teachers, was developed and applied a questionnaire to students who ar e still studying the component as well as those who have attended. Finally, to investigate the relevance of the actions of university extension, another questionnaire was prepared, this time applied to undergraduates and graduates of the course of music involved in these projects. From the results of the first study, we concluded that over 90% of the Bachelor’ Degree of Music brazilians already have some form of teacher training for performance in inclusive educational environments, although there is still a portion of courses that do not have these contents. As to the subjects, we conclude that these have fulfilled the role of undergraduates in developing an academic growth, towards the acquisition of autonomy in the field of research. Now with regard to the involvement of undergraduates in the university extension projects, we concluded that the contribution with respect to break prejudices and stereotypes as well as an academic and social growth on the part of those involved.