Mendes, Jean Joubert FreitasSilva, Ítalo Soares da2020-07-102020-07-102019-12-20SILVA, Ítalo Soares da. Práxis docente na educação musical inclusiva: estudos no contexto escolar do estado do Rio Grande do Norte. 2019. 166f. Dissertação (Mestrado em Música) - Escola de Música, Universidade Federal do Rio Grande do Norte, Natal, 2019.https://repositorio.ufrn.br/jspui/handle/123456789/29541In the articulation between different fields of knowledge - Education, Music Education, Inclusive Education, Special Education, Diversity and Basic Education - this work focuses on the education of music teachers to act in an inclusive perspective in the context of Basic Education. In this sense, the present research had the general objective of 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 supported the dissertation specifically intends to: I- Identify the foundations that guide the planning of the music teachers that work in Basic Education regarding the inclusion of students with disabilities; II - Know the principles that guide the actions of these teachers in relation to the inclusion of students with disabilities; III- Identify the challenges and strategies of the teachers to deal with inclusion in Basic Education; and IV – Bring reflections about the evaluation of the teachers in what concerns to their own performance. As methodological procedures, I used the qualitative approach based on case studies or multiple case studies (TRIVIÑOS, 1987, BOGDAN; BIKLEN, 1994; BRESLER, 2007). The discussions present in this study dialogue with the theoretical framework based mainly on the ideas of Freire (1967; 2005; 2007; 2009); Schön (2000) and Pimenta and Ghedin (2010), among others who deal with critical and/or reflective professionals. By directing the gaze to the teaching praxis, it was possible to understand through music, several other forms of inclusion. Thus, it was found that inclusion goes beyond the act of including, but it is also respecting, accepting, humanizing other as well as yourself. It is also sensitivity, affectivity, intelligence, reflection, union, overcoming, cooperation, participation and donating yourself. It is social welfare, sharing, learning together, is to prepare yourself, transformation, but, above all, a loving act. It was also evident that evaluation and self-evaluation are important elements that guide teaching actions and that, being well conducted, corroborate the development of students with disabilities. In addition, the study revealed a lack of teacher education in music aimed at inclusion in the context of Basic Education. The study presented here raises new questions to be investigated and contributes to the area of Music and the formation of teachers in different perspectives.Acesso AbertoEducação musicalInclusãoDiversidadeEducação básicaFormação de professores(as)masterThesisCNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA