Educação musical de pessoas cegas na Universidade Federal do Rio Grande do Norte (2011-2019)

Abstract

This work aims to analyze the trajectory of music education for the blind community at UFRN, in the context of its inclusion policy, from 2011 to 2019, with emphasis on the discussion of the actions related to the development of teaching, research and extension projects targeting this audience. And as specific objectives to discuss the context of the School of Music in the scenario of the inclusion policy for people with disabilities at UFRN; and to raise and discuss the actions developed at the School of Music for the inclusion of blind people in the process of construction, strengthening and consolidation of the inclusion policy for this audience at UFRN. It started with the following questions: How was the trajectory of Music Education for blind people at the School of Music, in the context of UFRN’s inclusion policy, from 2011 to 2019? What were the developments of the actions carried out within the scope of UFRN’s School of Music for the music education of these people? The thesis was defended that musical education for blind people at UFRN, within its inclusion policy, occurred in an integral perspective, based on teaching, research and extension axes.The research falls within the scope of the qualitative approach, and, as it makes use of documents as the only sources of data, it has documentary analysis as its research method (SÁSILVA, ALMEIDA, & GUINDANI, 2009; CELLARD, 2012; PENNA, 2017). After analyzing the trajectory of music education for blind people at UFRN, the thesis was confirmed that it was marked by the integration of teaching, research and extension measures, with the main milestones being: offering courses to the external public with disabilities; creating spaces for practical teaching of music for people with disabilities by students in initial training; systematizing knowledge in inclusive music education through the inclusion of curricular components of undergraduate courses in music; teacher and student training and qualification through courses and events; creating support service sectors for students with disabilities in the production of accessible didactic and informational materials (books, articles, braille scores); creating institutional repositories of accessible digital materials; holding events, contributing to the production, sharing and dissemination of knowledge and experiences