Estratégias de Educação Musical de pessoas com Trissomia do 21

Abstract

This monograph investigates pedagogical strategies in the teaching of musicalization for children with Trisomy of 21 (T21), based on the experiences of the extension project Musicalização UP, linked to the School of Music of the Federal University of Rio Grande do Norte (EMUFRN). The research is based on the field of Special Music Education in an Inclusive perspective, understanding musicalization as a sensitive and accessible learning process. The strategies presented proved to be fundamental to promote involvement, autonomy, communication and musical expressiveness, respecting the learning time and singularities of children with T21 their learning time and their singularities. The experience also reinforces the value of continuing education of music educators focused on inclusion and the expansion of research on the long-term effects of musicalization for this audience. This work reaffirms the importance of inclusive educational practices, recognizing diversity as a power and the Study of Music as a significant path for communication, belonging and human development. By valuing the musical learning process, the role of music is evidenced not only as an artistic expression, but as an accessible and transformative language in the construction of knowledge and inclusion.