A CONTRIBUIÇÃO DA AULA DE MÚSICA NO PROCESSO ENSINO-APRENDIZAGEM DO ALUNO SURDO NA EDUCAÇÃO INFANTIL

This article aims to discuss possible contributions of music classes, specifically, in the classroom dynamics of Early Childhood Education, envisaged in the concept of inclusive education. Methodologically, it consists of a bibliographic and documentary review that brings as references, respectively: Marchesin (2018), Quites (2016), Santos (2009) and Xavier (2020); Education Guidelines and Basis Law (LDB) and Common National Curriculum Basis (BNCC). This theoretical and documentary repertoire highlights how musical activity can contribute to the learning of deaf and hearing students. Musical expression is one of the languages of art that helps in the child development process and contributes to the cognitive, affective and motor aspects. This research reveals that it is necessary to expand the reflection related to school inclusion for early childhood education; that it is essentialthat there is a guarantee of access and permanence of the deaf child in school, respecting the guarantee of the rights to explore, to live together, to play, to participate, to know oneself and to express oneself. Education professionals must understand, more and more, about the assertive pedagogical practice for deaf students, based on theoretical references envisaged in the integration between the fields of education and inclusion.