Inclusão de estudantes com síndrome de Down: proposta de cartilha informativa para bandas de músicas escolares

Abstract

The general objective of this work was to elaborate an informative booklet on the treatment of the inclusion of students with Down syndrome (SD students) in school music bands, as didactic material, as a means of reflection and pedagogical aid among teachers of these bands, having as a centrality school inclusion through music teaching. The problem of this research brought the following question: in view of the practice of musical bands in schools or other educational contexts, how can students with Down syndrome be included? This article, as well as the didactic material, were prepared from analysis and reflections on the theoretical foundation found through bibliographical research on scientific production regarding music education as a means of inclusion of DS students in Brazil, through searches in 4 scientific research portals: Catalog of Theses and Dissertations – CAPES Portal, Google Scholar, ABEM – Brazilian Association of Musical Education and ANPPOM – National Association for Research and Graduate Studies in Music, using the descriptors: “Music Education and Down Syndrome”, “Music and Down Syndrome” and “Music Education and Inclusion”. Among the main theoretical references found in this research that served as a basis for the development of this work and for the preparation of the booklet, are the authors: Louro (2006, 2009, 2012, 2016), Mantoan (1992, 1996, 2000 , 2006, 2010, 2011), Soares (2020), Melero (2018), Voivodic (2008), Pimentel (2012), Fonterrada (2008), Karagiannis, Stainback & Stainback (1999), Cruvinel (2009), Barbosa (2020, 2021) and Schwartzman (1999). As a result of this research, we understand that music bands can be an important inclusive environment within the school where students with DS can develop musical, social, and emotional skills concomitantly with the learning of instrumental techniques, contributing to their self-esteem, self-confidence and sense of belonging to the community school. We also identified that teachers in these bands need specific training to deal with students with mental disabilities and adaptations of their pedagogical practices with a view to inclusion. In this sense, we hope that the informative booklet created as didactic material, a product of this research, aimed at these band teachers, will provide the reader with insights that will lead him, in an immediate and intuitive way, to reflect on his own behavior, actions and attitudes towards the challenges of promoting school inclusion in the field of music education that are present in the daily activities of a music band in relation to the care of students with DS.