O ensino de arte no processo de inclusão escolar sob a perspectiva dos professores

Abstract

This study aims to investigate how Art teaching and its pedagogical approaches can contribute to school inclusion of students with disabilities, based on the perceptions and experiences of Art teachers regarding this process. The following questions guide this research: how can Art teaching and artistic approaches contribute to the school inclusion of students with disabilities? How do Art teachers perceive and experience school inclusion of students with disabilities? Two stages were defined for data collection: observation of Art classes of the 2º Elementary Education and application of a questionnaire to five Art teachers from the municipal school system of Itabirito-MG. It was identified how the arts, in the context of inclusive education, can enhance the different ways of being and expressing themselves of students, and be a important tool for the educational process of students with disabilities, if art teaching is a space for recognizing the students' authorship and enabling inventiveness. Furthermore, it was possible to conclude that, despite teachers' recognition of the potential benefits of the arts in the context of inclusive education, challenges are encountered, such as the traditional arts teaching model, teachers' lack of knowledge about school inclusion and the lack of collaboration from school themselves.