Análise da utilização de vídeos de música com comunicação suplementar alternativa na educação infantil

Abstract

Many studies have pointed to the need to encourage discussion on how to make the school an inclusive place, where everyone has their rights to learn and coexistence guaranteed, thus, this work intends to contribute with study material for the practice of inclusive education, aiming to analyze music videos with augmentative and alternative communication to be used in Early Childhood Education. For this purpose, specific searches on the theme were carried out on the YouTube platform, to find the videos, observing the accessibility criteria and their potential as a pedagogical resource. As a result of the search, four channels were found that produce music videos with augmentative and alternative communication, in Brazilian Portuguese. Among the existing videos, eight were analyzed, two from each channel. The analyzes were based on the theoretical framework of this study. From the analyzes carried out, it was verified that the videos can configure a powerful pedagogical resource, when the educator uses planning and reflection to elaborate the activities. Regarding accessibility, the videos show the concern of some professionals in the area to produce material that can contemplate this target audience of Special Education, especially children with disabilities and complex communication needs, to guarantee the rights of learning and effective participation of people with disabilities in the classroom. In the body of the work, there is a proposal for a pedagogical activity as a suggestion for educators who intend to seek a re-signification of their practices, guiding them towards an education that eliminates all forms of segregation. It is concluded that the work opened a possibility for discussion and reflection when it comes to augmentative and alternative communication within the school, since it is a topic that is still little addressed among education professionals.