Paisagens sonoras: arte, tecnologia e inclusão no ensino fundamental anos finais

Abstract

The present research navigates with the proposal of dialogue between Art, Technology and Inclusion applied to Elementary School Final Years, in a perspective of action that thinks of diversity in school as a territory to be recognized, respected and devoid of prejudice. In order to analyze and propose paths for an inclusive practice in the teaching of art, the theoretical framework that transits between art education, the guidelines of the National Common Curriculum Base (BNCC), technologies applied to education and the inclusion of people with disabilities (PwD) will be used. Among the methodological procedures adopted, there is the theoretical reflection combined with the practical experiment entitled Marist in Soundscapes, developed with the students 9th grade of elementary school, at the Colégio Marista São Luís, in Recife – Pernambuco. Given the intentionality of the current proposal, it is believed that the impact of its execution and materialization as an academic writing will contribute significantly to research focused on art education from an inclusive, democratic, and disruptive perspective.