Inclusão de estudantes com deficiência visual nas licenciaturas em música no estado do Ceará: desafios e perspectivas

Abstract

The work presented through this research considered the inclusion of blind students in the Music Degrees of the Higher Education Institutions in the state of Ceará. It aimed to develop a reflection on the process of music training of people with disabilities – PWDs – in HEIs. Questions were asked about the process of training in music, material used, blind teacher/student relationship, facilities with assistive technologies, language acquisition, knowledge of the visually impaired in Braille Musicography. The constitution of the field, the habitus and the capitals was probed, according to the process of formation of these students, based on Bourdieu's theory. Forms and semi-structured interviews were used with the blind students of the HEIs about the training process, the relationship with the field of higher education in music, the admission of the PWD student, the reasons that led him to seek training in music, his relationship before, during and after graduation with music. Regarding the training process, it was relevant to know about the teacher's performance, what materials were or are used in the teaching process, what was the knowledge of braille musicography of the agents involved, how equity of knowledge was provided between the student with disabilities and student without Disabilities. In this sense, we aimed to understand the process of inclusion of students with visual impairment, specifically blindness, in the Degree Courses in Music in public institutions in the State of Ceará. The analysis of the data pointed to challenges that still need to be overcome in attitudinal, architectural, and informational inclusion. The data collected show a small excerpt of how the blind students, protagonists of this research, have perceived the course and the suggestions for improving the musical training of the visually impaired student.