The Organization of Educational Processes for the Development of Musicality of Deaf Children

Abstract

This article is part of the thesis entitled "The musicality of the deaf child: Education and Development" and aims to bring reflections on the organization of educational processes oriented to the development of musicality of the deaf child. Understanding that this development is constituted by their experiences and educational experiences in culture, it is possible to organize educational processes oriented to the development of musicality of the deaf child. The theoretical assumption that guides the investigation is the cultural-historical theory that understands the human development in culture goes beyond the existing organic impediments. This development encompasses the dialectic of organic (biological) and cultural impediments, and therefore is linked to experiences and relationships with the other in the culture. Thus, this study allows us to bring reflections that escape the standardization of stereotypes within the practice of music education, the educational processes oriented to the development of musicality of the deaf person. Considering these ideas, the educational processes must respect the musical radical experience and experiences brought by the deaf child and, in this way, feed their autonomy, their reflection around their knowledge, their learning and their teaching.