Ambientes Multissensoriais na Educação Musical de Surdos: Uma Abordagem Design-Based Research
Resumo
Este estudo investiga o uso de um sistema computacional multissensorial na educação musical de crianças surdas, com estímulos táteis, visuais e gestuais. Com base em Design-Based Research, sete crianças usuárias de LIBRAS participaram de três ciclos experimentais. O sistema utilizou sensores de movimento, feedback vibratório e projeções visuais. A coleta de dados envolveu entrevistas, diários reflexivos e mapas de calor gestual. A análise temática indicou 86% de engajamento espontâneo, 71% de autoria gestual e 78% de interação colaborativa. Conclui-se que ambientes multissensoriais promovem consciência rítmica, autoria criativa e práticas musicais inclusivas centradas na corporeidade.Referências
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Borgo, D. (2019). Music, embodiment, and the politics of affect. In: Cobussen, M., Meelberg, V., & Truax, B. (Eds.). The Routledge Companion to Sounding Art. Routledge.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Camurri, A., Mazzarino, B., Ricchetti, M., Timmers, R., & Volpe, G. (2017). Multimodal analysis of expressive gesture in music and dance performances. In: Camurri, A., & Volpe, G. (Eds.). Gesture-Based Communication in Human-Computer Interaction. Springer.
Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. Harper Perennial.
Dillon, T. (2016). Music, technology, and education: Critical perspectives. Routledge.
Finck, Regina. (2009). Ensinando música ao aluno surdo: Perspectivas para a ação pedagógica inclusiva. Tese (Doutorado em Educação). Universidade Federal do Rio Grande do Sul.
Godøy, R. I. (2010). Musical gestures: Sound, movement, and meaning. Routledge.
Griebeler, C. M. (2015). Educação musical e surdez: Cenas inclusivas. Dissertação (Mestrado em Música). Universidade Federal do Rio Grande do Sul.
Haguiara-Cervellini, N. (2003). A musicalidade do surdo: Representação e estigma. Plexus.
Himonides, E. (2012). The misunderstood role of digital technology in music education. British Journal of Music Education, 29(3), 343–356.
Knight, A., & Swanwick, K. (2021). Musical development and learning: The international perspective. In: The Oxford Handbook of Music Education. Oxford University Press.
Kitson, A., & Davies, M. (2007). Developing accessible music education: The use of vibrotactile feedback for the deaf. International Journal of Inclusive Education, 11(3), 285–300.
Kuntze, V. (2014). A relação do surdo com a música: representações sociais. Dissertação (Mestrado em Música). Universidade do Estado de Santa Catarina.
Leman, M. (2007). Embodied Music Cognition and Mediation Technology. MIT Press.
Lewis, D., & Chong, P. (2020). Reimagining music education for deaf and hard of hearing students. Journal of Research in Music Education, 68(2), 143–161.
Maes, P. J., Leman, M., Palmer, C., & Wanderley, M. M. (2014). Action-based effects on music perception. Frontiers in Psychology, 4, 1008.
Marshall, N., & Himonides, E. (2012). Music technology and special educational needs: A literature review. British Journal of Music Education, 29(3), 315–330.
Monelle, R. (2000). The Sense of Music: Semiotic Essays. Princeton University Press.
Nijs, L., & Leman, M. (2014). Interactive technologies in the instrumental music classroom: A longitudinal study with the Music Paint Machine. Computers & Education, 73, 40–59.
Pereira, J. M. et al. (2025) Linguagem musical como estratégia didática para alunos surdos. Cognitionis, 8(1), 1–17.
Rodrigues, M. A. (2022). Pedagogias sensoriais e tecnologias inclusivas: Perspectivas contemporâneas. Revista Brasileira de Educação Especial, 28, 123–140.
Rose, D. H., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain, and Education, 3(2), 74–83.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.
Tarasti, E. (2012). Signs of music: A guide to musical semiotics. Mouton de Gruyter.
van der Schyff, D., Schiavio, A., & Elliott, D. J. (2016). Critical ontology for an enactive music pedagogy. Action, Criticism, and Theory for Music Education, 15(5), 81–121.
Vincs, K. (2010). Rhythmic movement and the dancer's experience: Multisensory awareness and its implications for pedagogy. Research in Dance Education, 11(2), 133–147.
Borgo, D. (2019). Music, embodiment, and the politics of affect. In: Cobussen, M., Meelberg, V., & Truax, B. (Eds.). The Routledge Companion to Sounding Art. Routledge.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Camurri, A., Mazzarino, B., Ricchetti, M., Timmers, R., & Volpe, G. (2017). Multimodal analysis of expressive gesture in music and dance performances. In: Camurri, A., & Volpe, G. (Eds.). Gesture-Based Communication in Human-Computer Interaction. Springer.
Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. Harper Perennial.
Dillon, T. (2016). Music, technology, and education: Critical perspectives. Routledge.
Finck, Regina. (2009). Ensinando música ao aluno surdo: Perspectivas para a ação pedagógica inclusiva. Tese (Doutorado em Educação). Universidade Federal do Rio Grande do Sul.
Godøy, R. I. (2010). Musical gestures: Sound, movement, and meaning. Routledge.
Griebeler, C. M. (2015). Educação musical e surdez: Cenas inclusivas. Dissertação (Mestrado em Música). Universidade Federal do Rio Grande do Sul.
Haguiara-Cervellini, N. (2003). A musicalidade do surdo: Representação e estigma. Plexus.
Himonides, E. (2012). The misunderstood role of digital technology in music education. British Journal of Music Education, 29(3), 343–356.
Knight, A., & Swanwick, K. (2021). Musical development and learning: The international perspective. In: The Oxford Handbook of Music Education. Oxford University Press.
Kitson, A., & Davies, M. (2007). Developing accessible music education: The use of vibrotactile feedback for the deaf. International Journal of Inclusive Education, 11(3), 285–300.
Kuntze, V. (2014). A relação do surdo com a música: representações sociais. Dissertação (Mestrado em Música). Universidade do Estado de Santa Catarina.
Leman, M. (2007). Embodied Music Cognition and Mediation Technology. MIT Press.
Lewis, D., & Chong, P. (2020). Reimagining music education for deaf and hard of hearing students. Journal of Research in Music Education, 68(2), 143–161.
Maes, P. J., Leman, M., Palmer, C., & Wanderley, M. M. (2014). Action-based effects on music perception. Frontiers in Psychology, 4, 1008.
Marshall, N., & Himonides, E. (2012). Music technology and special educational needs: A literature review. British Journal of Music Education, 29(3), 315–330.
Monelle, R. (2000). The Sense of Music: Semiotic Essays. Princeton University Press.
Nijs, L., & Leman, M. (2014). Interactive technologies in the instrumental music classroom: A longitudinal study with the Music Paint Machine. Computers & Education, 73, 40–59.
Pereira, J. M. et al. (2025) Linguagem musical como estratégia didática para alunos surdos. Cognitionis, 8(1), 1–17.
Rodrigues, M. A. (2022). Pedagogias sensoriais e tecnologias inclusivas: Perspectivas contemporâneas. Revista Brasileira de Educação Especial, 28, 123–140.
Rose, D. H., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain, and Education, 3(2), 74–83.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.
Tarasti, E. (2012). Signs of music: A guide to musical semiotics. Mouton de Gruyter.
van der Schyff, D., Schiavio, A., & Elliott, D. J. (2016). Critical ontology for an enactive music pedagogy. Action, Criticism, and Theory for Music Education, 15(5), 81–121.
Vincs, K. (2010). Rhythmic movement and the dancer's experience: Multisensory awareness and its implications for pedagogy. Research in Dance Education, 11(2), 133–147.
Publicado
24/11/2025
Como Citar
BENITES, Cristiano da Silva; CESTARI, Guilherme Henrique de Oliveira; SILVEIRA, Ismar Frango.
Ambientes Multissensoriais na Educação Musical de Surdos: Uma Abordagem Design-Based Research. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 31. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1-12.
DOI: https://doi.org/10.5753/wie.2025.11730.
