Pedagogical Practices Inclusive In School Music Education Facing Mixed Classes

Abstract

This paper aims to foster discussion about the teaching of school music, conducted in mixed classes (composed of deaf and hearing students) and to present two researches that address this theme. From the bibliographic review of authors who deal with music and deafness, inclusion and educational policies (LOURENÇO, 2012; BRITO and KELMAN, 2016; SÁ, 2008; KUNTZE, 2014), the research presented seeks to achieve results that can contribute so much to initial and continuing training of music teachers, as well as favoring the implementation of a school music teaching that takes into account the diversity existing in the classroom, be it gender, race, values, religion, learning processes, family structures, among others.