Musical and artistic practices with disabled children and young people: possibilities and challenges
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/32655 |
Resumo: | This paper aims at sharing the outcomes obtained from research carried out with the community of an extension project developed in the Parents and Friends of Disabled Children Association of Ituiutaba (APAE), whose goal was to try to understand the way disabled children and young people engage in musical and artistic practices and which are the educational processes derived from such practices. The research building process held two moments: intervention methodology and research methodology; having the pedagogical principles of Paulo Freire as a reference. The theoretical reference mainly sustained itself on the social practice and intercultural concepts. Of a qualitative nature and phenomenological inspiration, the main data collection tool were the field journals, besides photographs, filming footages, drawings, written texts and interviews, which were all later analyzed (ideographically and nomothetically). Three categories were identified: A) Want to do; B) Know how to do; C) Consider others. The performance construction in musical and artistic practices with disabled children and young people showed their latent power in light of the educational processes derived from them. As protagonists, it was possible to tell and retell stories, memorize lines, learn songs, percuss sonorous objects, Interact with the people and institutions involved (APAE, day care, music school and university), learn new contents, methodologies and ways to express oneself. Such practices may contribute to the formation process of disabled people; ensure the exercise of their rights; raise reflection and constitute themselves as integrating parts of the formation process (personally and professionally) in Special Education |
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Musical and artistic practices with disabled children and young people: possibilities and challengesPrácticas artísticas y musicales con niños y jóvenes con deficiencia: las posibilidades y los desafíosPráticas artísticas e musicais com crianças e jovens com deficiência: possibilidades e desafiosSocial practices and educational processesMusical and artistic practicesDisabled children and young people.Prácticas sociables y procesos educativosPrácticas artísticas y musicalesniños y jóvenes con deficiencia.Práticas sociais e processos educativosPráticas artísticas e musicaisCrianças e jovens com deficiência.This paper aims at sharing the outcomes obtained from research carried out with the community of an extension project developed in the Parents and Friends of Disabled Children Association of Ituiutaba (APAE), whose goal was to try to understand the way disabled children and young people engage in musical and artistic practices and which are the educational processes derived from such practices. The research building process held two moments: intervention methodology and research methodology; having the pedagogical principles of Paulo Freire as a reference. The theoretical reference mainly sustained itself on the social practice and intercultural concepts. Of a qualitative nature and phenomenological inspiration, the main data collection tool were the field journals, besides photographs, filming footages, drawings, written texts and interviews, which were all later analyzed (ideographically and nomothetically). Three categories were identified: A) Want to do; B) Know how to do; C) Consider others. The performance construction in musical and artistic practices with disabled children and young people showed their latent power in light of the educational processes derived from them. As protagonists, it was possible to tell and retell stories, memorize lines, learn songs, percuss sonorous objects, Interact with the people and institutions involved (APAE, day care, music school and university), learn new contents, methodologies and ways to express oneself. Such practices may contribute to the formation process of disabled people; ensure the exercise of their rights; raise reflection and constitute themselves as integrating parts of the formation process (personally and professionally) in Special EducationEn este artículo buscamos compartir los resultados obtenidos en una investigación realizada junto a la comunidad de un proyecto de extensión desarrollada en la Asociación de Padres y Amigos de los excepcionales de Ituiutaba (APAE), cuyo objetivo era intentar comprender las formas que los niños y jóvenes con deficiencia envuelven en las prácticas artísticas y musicales y cuáles son los procesos educativos resultantes de esas actividades. El proceso de construcción de la investigación tuve dos momentos: la metodología de intervención y la metodología de investigación, donde fue usado como referencia los principios pedagógicos de Paulo Freire para estudios. El referencial teórico fue sostenido con énfasis en los conceptos de las prácticas sociales y de interculturalidad. De naturaleza cualitativa e inspiración fenomenológica, el principal instrumento para la recopilación de datos fueron los diarios de campo, además de las fotografías, grabaciones, dibujos, textos escritos y encuestas, con siguiente análisis (ideográfica y nomotética). Fueron vistos tres categorías: A) Querer hacer; B) Saber hacer; C) Pensar en el otro. La construcción del rendimiento en las prácticas artísticas y musicales junto a los niños y jóvenes con deficiencia mostró la fuerza potente de tales hechos, con vista a los procedimientos educativos que de ellos derivaron. Como protagonistas, fue posible contar y recontar historias, memorizar los discursos, aprender canciones, percutir objetos sonoros, relacionar con las personas y las instituciones involucradas (la APAE, la guardería, la escuela de música y la universidad), para aprender nuevos contenidos, metodologías y modos de expresión. Prácticas de ese modelo pueden aportar con el proceso de formación de personas con deficiencia; garantizar el ejercicio de derechos; levantar reflexiones y constituir como parte integrante del proceso de formación (personal y profesional) en la Educación Especial.Neste artigo buscamos compartilhar os resultados obtidos em uma pesquisa realizada junto à comunidade de um projeto de extensão desenvolvido na Associação de Pais e Amigos dos Excepcionais de Ituiutaba (APAE), cujo objetivo foi tentar compreender de que forma crianças e jovens com deficiência se envolvem em práticas artísticas e musicais e quais são os processos educativos decorrentes dessas práticas. O processo de construção da pesquisa constou de dois momentos: metodologia de intervenção e metodologia de pesquisa, tendo como referência os princípios pedagógicos de Paulo Freire. O referencial teórico se sustentou principalmente nos conceitos de práticas sociais e interculturalidade. De natureza qualitativa e inspiração fenomenológica, o principal instrumento de coleta de dados foram os diários de campo, além de fotos, filmagens, desenhos, textos escritos e entrevistas, com posterior análise (ideográfica e nomotética). Foram identificadas três categorias: A) Querer fazer; B) Saber fazer; C) Pensar o outro. A construção de performance em práticas artísticas e musicais com crianças e jovens com deficiência mostrou a força potente de tais práticas, tendo em vista os processos educativos delas decorrentes. Como protagonistas, foi possível contar e recontar história, memorizar falas, aprender canções, percutir objetos sonoros, interagir com as pessoas e instituições envolvidas (APAE, creche, escola de música e universidade), aprender novos conteúdos, metodologias e modos de expressão. Práticas como essas podem contribuir com o processo de formação de pessoas com deficiência; garantir o exercício de direitos; suscitar reflexões e se constituir como parte integrante do processo de formação (pessoal e profissional) em Educação Especial.Universidade Federal de Santa Maria2019-04-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3265510.5902/1984686X32655Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e37/ 1-17Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e37/ 1-17Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e37/ 1-171984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/32655/32655Copyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessde Freitas Martins, Denise AndradeRocha, Pâmela SilvaFabrício, Flávia Delago2023-05-15T19:05:42Zoai:ojs.pkp.sfu.ca:article/32655Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-15T19:05:42Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Musical and artistic practices with disabled children and young people: possibilities and challenges Prácticas artísticas y musicales con niños y jóvenes con deficiencia: las posibilidades y los desafíos Práticas artísticas e musicais com crianças e jovens com deficiência: possibilidades e desafios |
title |
Musical and artistic practices with disabled children and young people: possibilities and challenges |
spellingShingle |
Musical and artistic practices with disabled children and young people: possibilities and challenges de Freitas Martins, Denise Andrade Social practices and educational processes Musical and artistic practices Disabled children and young people. Prácticas sociables y procesos educativos Prácticas artísticas y musicales niños y jóvenes con deficiencia. Práticas sociais e processos educativos Práticas artísticas e musicais Crianças e jovens com deficiência. |
title_short |
Musical and artistic practices with disabled children and young people: possibilities and challenges |
title_full |
Musical and artistic practices with disabled children and young people: possibilities and challenges |
title_fullStr |
Musical and artistic practices with disabled children and young people: possibilities and challenges |
title_full_unstemmed |
Musical and artistic practices with disabled children and young people: possibilities and challenges |
title_sort |
Musical and artistic practices with disabled children and young people: possibilities and challenges |
author |
de Freitas Martins, Denise Andrade |
author_facet |
de Freitas Martins, Denise Andrade Rocha, Pâmela Silva Fabrício, Flávia Delago |
author_role |
author |
author2 |
Rocha, Pâmela Silva Fabrício, Flávia Delago |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
de Freitas Martins, Denise Andrade Rocha, Pâmela Silva Fabrício, Flávia Delago |
dc.subject.por.fl_str_mv |
Social practices and educational processes Musical and artistic practices Disabled children and young people. Prácticas sociables y procesos educativos Prácticas artísticas y musicales niños y jóvenes con deficiencia. Práticas sociais e processos educativos Práticas artísticas e musicais Crianças e jovens com deficiência. |
topic |
Social practices and educational processes Musical and artistic practices Disabled children and young people. Prácticas sociables y procesos educativos Prácticas artísticas y musicales niños y jóvenes con deficiencia. Práticas sociais e processos educativos Práticas artísticas e musicais Crianças e jovens com deficiência. |
description |
This paper aims at sharing the outcomes obtained from research carried out with the community of an extension project developed in the Parents and Friends of Disabled Children Association of Ituiutaba (APAE), whose goal was to try to understand the way disabled children and young people engage in musical and artistic practices and which are the educational processes derived from such practices. The research building process held two moments: intervention methodology and research methodology; having the pedagogical principles of Paulo Freire as a reference. The theoretical reference mainly sustained itself on the social practice and intercultural concepts. Of a qualitative nature and phenomenological inspiration, the main data collection tool were the field journals, besides photographs, filming footages, drawings, written texts and interviews, which were all later analyzed (ideographically and nomothetically). Three categories were identified: A) Want to do; B) Know how to do; C) Consider others. The performance construction in musical and artistic practices with disabled children and young people showed their latent power in light of the educational processes derived from them. As protagonists, it was possible to tell and retell stories, memorize lines, learn songs, percuss sonorous objects, Interact with the people and institutions involved (APAE, day care, music school and university), learn new contents, methodologies and ways to express oneself. Such practices may contribute to the formation process of disabled people; ensure the exercise of their rights; raise reflection and constitute themselves as integrating parts of the formation process (personally and professionally) in Special Education |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/32655 10.5902/1984686X32655 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/32655 |
identifier_str_mv |
10.5902/1984686X32655 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/32655/32655 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e37/ 1-17 Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e37/ 1-17 Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e37/ 1-17 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944201313452032 |