INCLUSIVE MUSICAL EDUCATION: A STUDY WITH MUSIC TEACHERS IN THE SCHOOL CONTEXT OF THE RIO GRANDE DO NORTE STATE
Inclusive Musical Education; Inclusive Education; Basic Education; Deficiency Inclusion.
This study aims to understand how music teachers, in different stages of Basic Education, deal with the inclusion of students with disabilities in the State of Rio Grande do Norte. The research that bases the dissertation aimed specifically: I- To identify the bases that guide the planning of music teachers of Basic Education in what concerns the inclusion of students with disabilities; II- To know the principles that guide the actions of these teachers in relation to the inclusion of students with disabilities; IIIIdentify the challenges and strategies of teachers to deal with inclusion in Basic Education; IV- Bring reflections on the evaluation of teachers with regard to their own teaching performance. To discuss how teachers deal with the inclusion of students with disabilities in Basic Education, we will use a qualitative approach (TRIVIÑOS, 1987, BOGDAN; BIKLEN, 1994; BRESLER, 2007) from data collected through techniques and instruments, these being the participant observation, the field diary, semi-structured interviews. In addition, we will perform the audio recording through recordings of interviews, transcriptions of recordings, documentary research, as well as a literature review on the themes Inclusive Education, Inclusive Education, Special Education, Music and Inclusion and Inclusion in Basic Education. We emphasize that, because the research is in progress, we present partially the unfolding of the coming discussions on the theme.