Inclusão em educação musical: uma proposta de adaptação metodológica para disléxicos

Abstract

The learning of the language involves multiple variables, consisting of a complex process that relates neurological, sensorial, psychological, sociocultural, socioeconomic and educational aspects. Deficiencies in one of these aspects can reflect a deficit in the learning process. The dyslexia is the learning deficit that is characterized for specific difficulties in the accomplishment of reading and writing. The importance of music education for individuals with dyslexia as a form of educational practice can enable an important helper component in the process of learning of writing and reading, allowing the development of self-esteem and interaction with each other. After a systematic review of the literature with reference to the importance of music education with Dyslexia in the databases SciELO, BIREME PsicInfo, MEDLINE and LILACS. The aim of this study was to investigate methodological adaptations necessary to musical learning and development of dyslexic language. Participating in this study were 12 children and / or adolescents aged between 09 and 14 years old. Assessments in the Musical Learning Assessment Scale (EAAM) covered the apprehension of theoretical and practical knowledge, measured from a protocol of observation and were carried out individually. Whereas for Theoretical and Musical Assessments I and II (ATM I and II ATM) encompassed the learning of reading and writing music, being held respectively after each application of the EAAM. As for the ATM I, these occurred collectively with everyone present in the room. In the ATM II, the class was divided into two groups of 6 students each for application. The results of both evaluations cited above were analyzed, categorized and displayed on graphs to demonstrate the performance of the musical learning of students with dyslexia. The study of the researcher in question marks the PCA as an enabler in helping the development of reading and writing for dyslexics through musical learning, highlighting the importance and contributions that it has to provide the adaptation of methodologies with multidisciplinary support teams to assist with the needs of students with dyslexia, as well as in the training of the professionals interested in inclusive music education.