A educação musical e a musicoterapia: articulações educacionais e terapêuticas em um grupo inclusivo

Abstract

This research seeks to identify what are the points of intersection between the music therapy and music education and how these areas interact and dialogue in the context of musical practices in the music group of the Associação de Pais e Amigos dos Excepcionais (APAE) in the municipality of Bagé/RS. From the conceptions about musical education and the relationships between man and music (GAINZA, 1988), the musical learning of people with cognitive disabilities (LOURO, 2006; 2012) and contributions of music therapy to music education (BRUSCIA, 2000; 2016) it was possible to build the theoretical-methodological this investigation from a qualitative approach of exploratory and descriptive nature (GIL, 2008; FLICK, 2009). In the production of data was included two stages of participating observations, accompanied by the writing field journals and discussions with focus group (BARBOUR, 2009; BRESLER, 2000; GERHARDT; SILVEIRA, 2009). The data analysis was organized in three categories: a) the individual and collective musical learnings of the participants; b) interpersonal relationships, conduct of participants and the presence of non-musical aspects; and c) the joints between music education and music therapy from the group's practices and perceptions of professionals. The emerging results in this study say about the multiplicity and diversity of musical learning group, as well as the intensity with which they were identified aspects related to the sense of collectivity and the sense of otherness; the construction of routines linked to individual characteristics of each student, their conduct and interpersonal relationships and, consequently, it was possible to observe how it was developed the musical skills-building process from the special needs of each member. One of the most significant contributions of this research is centered on the possibility that the intense relationship between music education and music therapy is featured in opening an area allows another, complementing of procedural and conceptual form for the integral development of practice. Both areas dialogue and contribute to each other and, in this specific reality, established bonds reflecting the group's musical practices, contributing on growth and individual and collective well-being.