MUSIC AS A PEDAGOGICAL RESOURCE IN THE LITERACY PROCESS OF CHILDREN WITH SPECIFIC NEEDS

• DOI: 10.22533/at.ed.55823322181010

• Palavras-chave: Literacy; literacy; song; school inclusion.

• Keywords: Literacy; literacy; song; school inclusion.

• Abstract:

  In the context of school inclusion, research has indicated that multisensory methodologies are more effective. Music can be used in this context, mainly exploring cultural, motivational and linguistic aspects that involve phonetic-phonological aspects. The objective of this study is to select a set of songs with explicit literacy content in order to provide a basis that supports the teacher in the intentional approach of these elements. This is an exploratory, descriptive and qualitative research. A web search was carried out using the descriptor music and literacy and as an inclusion criterion the explicit teaching of reading/writing. Ten songs were selected in order to establish post-fixed categories of analysis, organizing the content from its direct link with the development of reading and writing skills. The results pointed to elements related to pictorial representation, lip/gestural reading, phonetic-phonological awareness, word segmentation and phoneme/grapheme conversion.The importance of intentionality and explicit presentation of the content was discussed. Music constitutes an accessible resource in a double sense, in relation to its availability and for integrating various pragmatic, linguistic and affective aspects.