Narrativas de um caminhar para si com os outros: experiências formativas inclusivas junto a um grupo de estudantes de música

• Ano de defesa: 2018
• Autor(a) principal: Corrêa, Juliane Riboli
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Música; Inclusão; Experiências formativas; Narrativas; Music; Inclusion; Formative experiences; Narratives; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15997

This work is linked to the Postgraduate Program in Education (PPGE), Federal University of Santa Maria (UFSM), Research Line 4 (LP4), Arts and Education, NarraMus Group and had as general objective: to investigate as formative experiences of inclusion built on a training group with Music students can enhance the construction of inclusive paradigms and practices. The specific objectives were: to understand how a music students formation group, mediated by inclusive experiences, constitutes a learning device; understanding students perceptions about inclusive education and practices; research the ways to enhance the inclusion from work with Music. As a methodological contribution, I bring the research-formation, based on Josso (2004, 2010a, 2010b), articulated to the narratives of the research participants that were recorded during class discussions, with class diaries, filming and voice recordings. In order to analyze the data obtained in the research, I elaborated a differentiated form, which I called "cross paths", because I tried to be faithful to the path that each participant went through, and it was up to me to discuss their narratives and constructions. In the course of the work, I spoke with many authors, among them I cite some as Benjamin (1994), Abrahão; (2012), Delorymonberger (2006, 2012), Mantoan (1997, 2004), Carvalho (2002, 2004), Louro (2004,2013), Brito (2003). The research participants were a group of 25 students from the UFSM Music course, who were enrolled in a Complementary Discipline of Graduation (CDG) in the two semesters of the year 2017. We formed a group that built learning, reflections and inclusive practices from our past and present experiences. The conclusion that is reached is that inclusion is a response to exclusion and is a human constitution, coming from the inside out. Music, with all its qualities as an area of knowledge, not only enhances human development, but also confirms that this humanity necessary for inclusion be triggered in different forms. Therefore, this formative experience certifies to us that Music enhances the inclusion of all in their differences and equalities.