Projeto Guri/SP : limites e possibilidades do trabalho do educador musical em processos de inclusão de crianças/adolescentes com deficiência /transtornos

Abstract

The qualitative-based research aims to analyse the limits and possibilities of music education in the inclusion of children and young adults with disabilities or disorders. The solutions built non formal education environment are performed by music educators with individuals aged 6 to 18 years in the educational establishment of Projeto Guri/SP, a statewide cultural project at coastal region of São Paulo. The perceptions of this process in the learning, individual development and social insertion of the participants, with instruments literature review, document analysis and focus groups with music managers and educators involved in the aforementioned Project. Theoretical references are based on concepts that include: music as a metaphorical language (SWANWICK, 2003) from a human development perspective (BRITO, 2003; JOLY, 2003; GAINZA, 2010) and that considers the knowledge produced in collectives in non-formal education (GOHN, 2006; 2007; 2010; 2015; TRILLA, 2008), environments, creativity and imagination and the dialogical relationships established in the teaching process - learning from all subjects, based on the policy cycle of Stephen Ball (2011) and Ball; Mainardes e Marcondes (2009; 2011). The research intends to announce perspectives for the social and cultural inclusion of children/adolescents with disabilities or disorders, within the scope of the right to Education and Culture, through processes of creativity and sensitivity, in addition to presenting proposals for the formation of music educators in acting in inclusive environments.