Aprendizagens de alunos com deficiências: a música como recurso pedagógico.

Abstract

This Final Project examined the application of music as an educational resource in the learning of children with disabilities, seeking to understand its effects on cognitive, emotional, and social development, in addition to fostering school inclusion. The theoretical framework was developed based on the thinking of the authors Brito (2003); Lemos (2011); Lourenço (2022); Mantoan (2003); Skliar (2001); Soares (2012); Tennroller (2012), among others. Regarding the methodology, the research used a qualitative approach, developing a field study in an educational institution in the city of Sousa, Paraíba. Data were collected through semi-structured interviews conducted with four elementary school teachers. These data were organized and analyzed using the categorical technique from the perspective of Bardin (2016). The results showed that music aids students' attention, memorization, concentration, motor coordination, self-esteem, and social interaction. It also provides an accessible and inclusive language, promoting the participation of students with disabilities in the school routine. However, difficulties in its systematic application were identified, such as a lack of adequate teacher training, limited material resources, and inflexible curriculum organization. The conclusion reached is that music, when used systematically and consciously, goes beyond its aesthetic and entertainment function, playing a fundamental role in the teaching-learning process and establishing itself as an inclusive pedagogical tool. The research highlighted the urgent need for public policies, institutional support, and ongoing educator training to expand opportunities for the application of music in inclusive and special education, fostering the realization of a democratic school accessible to all.