Educação Musical e Inclusão: uma autoetnografia

Abstract

This work deals with music education and inclusion. Its general objective is to construct and analyze autoethnographic accounts of my experiences of inclusion in music education as a student and music teacher with disabilities. The specific objectives are to identify inclusive and non-inclusive musical pedagogical practices; to list the teaching knowledge that is essential for promoting inclusion in music classes; and to reflect on the need for methodological adaptations, teaching resources and accessibility strategies in music teaching in order to promote inclusion and effective learning for students with different needs. It asks whether the autoethnographic reflections of a student and music teacher with disabilities can contribute to the training of inclusive music educators. The research followed a qualitative approach and used the method of autoethnography. It was developed in six stages, which included: a narrative bibliographical review, using as a theoretical reference works by Viviane Louro, Renato Sampaio and others; and autoethnographic procedures. Based on the analysis of the autoethnographic accounts, she concluded that the teaching practices and knowledge highlighted in these accounts can contribute to a musical teacher training and performance for inclusion.