MUSIC AS A BRIDGE BETWEEN VERBAL AND NONVERBAL COMMUNICATION IN INCLUSIVE CONTEXTS
DOI:
https://doi.org/10.63330/aurumpub.011-040Keywords:
Music, School inclusion, CommunicationAbstract
This study examines music as a mediating instrument between verbal and non-verbal communication, focusing on the school inclusion of atypical children. Based on a qualitative approach and literature review, it investigates how musical elements—rhythm, melody, gestures, and improvisation—can foster expression, comprehension, and social interaction in inclusive educational contexts. Analysis of the results shows that adapted musical practices expand participation opportunities, reduce communication barriers, and strengthen affective bonds. Music’s multisensory nature activates cognitive, emotional, and motor channels, contributing to socioemotional development and the construction of a sense of belonging. The study reinforces the need to integrate music as a transversal axis in the curriculum, requiring specific teacher training and pedagogical practices sensitive to diversity. It concludes that music, when applied intentionally, constitutes a strategic resource for achieving inclusive education.
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Copyright (c) 2025 Ana Karolina Santos Lorêto, Francisco Renato Silva Ferreira, Maria Deuzani da Silva Lacerda, Aldenir Raimundo dos Santos, Luzia Pereira Eustáquio, Janaina Maria Tavares Leite Guedes, Cilianne Édila Leandro de Sousa, Adailda Severo da Silva (Autor)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
