This article is situated in the context of the practices developed during the pandemic period, when there was a closure of schools in the face-to-face mode and a forced and urgent migration to the remote mode, all over the world. Through the analysis of the data offered by the SAEB before 2021 and the updated data, it is clear that the effort made by the teachers and managers of Colégio Brigadeiro Newton Braga (CBNB) obtained positive results, although recognizing a series of difficulties, among them that of involving as many students as possible with remote teaching, in the initial period of the pandemic. The theoretical and methodological foundation is mirrored in studies by Benjamin (1996), Certeau (1994), Bonamino (2016), Muller (2018), among others. The results indicate that the effort of CBNB teachers and managers to migrate to remote teaching as soon as possible had positive effects. However, we identified that there is still a long way to go in search of a better didactic use of network environments and appropriate use of digital technologies within the institution.

Este artigo tem como objetivo apresentar algumas práticas pedagógicas que vêm sendo desenvolvidas com estudantes do terceiro ano do ensino fundamental I em uma escola pública federal, na cidade do Rio de Janeiro, com o componente curricular educação musical e que está baseado no tema sustentabilidade como estratégia norteadora para a realização da proposta pedagógica, tendo o coco seco como matéria prima a ser utilizada. Dessa forma, encontra-se inserido no projeto um viés interdisciplinar onde trabalhamos com alguns componentes curriculares: História, Geografia, Ciências e Língua Portuguesa. A fundamentação teórica e metodológica insere-se nas concepções de Benjamin (1994), Penna (1990), Fazenda (2001), Certeau (1996), dentre outros. Optamos pelas narrativas como caminho norteador para a escrita do artigo, pois como Benjamin (2002), acreditamos que ao narrarmos nossos conhecimentos e estratégias pedagógicas estamos oferecendo possibilidades reais de trabalho para que outros possam refletir sobre suas próprias práticas. E nesse contexto, sustentamos o posicionamento de que a música além de articular saberes com outros componentes curriculares intersecciona conhecimentos valiosos para a vida do estudante.

This article is a bibliographic study that aims to present some discussions on the subject with emphasis on the investments that are happening in the continuing education of teachers to work in Inclusive Education. We present some regulations that are providing legal support for this training to take place. We emphasize that after the pandemic period and the return of students to face-to-face teaching, there has been a significant advance in the number of students who are in need of this specialized educational support and in this context we highlight the importance of bringing to the debate the ways in which the continuing education of teachers has been structured to work with this target audience. We dialogued with Silva (1986), Nóvoa (1995), Sassaki (1997), Carvalho (1998), Silva (2003), Silva (2006), Moreira (2009), according to Messiou and Ainscow (2015), and some regulations from the Ministry of Education that will be inserted in the construction of our arguments. Our perception is that this continuing education to deal with diversity needs to be built through investments in theoretical studies, in pedagogical practices developed on a daily basis with students and in discussions with peers, thus seeking pedagogical possibilities that will contribute to the socialization and mainly to enable access to knowledge for all students.

This article aims to present some pedagogical practices that have been developed with students of the third year of elementary school I in a federal public school, in the city of Rio de Janeiro, with the curricular component music education and which is based on the theme of sustainability as a strategy guiding principle for carrying out the pedagogical proposal, using dry coconut as the raw material to be used. In this way, an interdisciplinary bias is inserted in the project where we work with some curricular components: History, Geography, Science and Portuguese. The theoretical and methodological foundation is inserted in the conceptions of Benjamin (1994), Penna (1990), Fazenda (2001), Certeau (1996), among others. We opted for narratives as the guiding path for writing the article, because, like Benjamin (2002), we believe that by narrating our knowledge and pedagogical strategies we are offering real work possibilities so that others can reflect on their own practices. And in this context, we support the position that music, in addition to articulating knowledge with other curricular components, intersects valuable knowledge for the student's life.

Este artigo situa-se no contexto das práticas desenvolvidas durante o período pandêmico, momento em que houve o fechamento das escolas na modalidade presencial e uma migração forçosa e urgente para a modalidade remota, em todo mundo. Por meio da análise dos dados oferecidos pelo SAEB antes de 2021 e os dados atualizados, percebe-se que esforço empregado pelos docentes e gestores do Colégio Brigadeiro Newton Braga (CBNB) obteve resultados positivos, embora reconhecendo-se uma série de dificuldades, dentre elas a de envolver a maior quantidade possível de alunos com o ensino remoto, no período inicial da pandemia. A fundamentação teórica e metodológica espelha-se nos estudos de Benjamin (1996), Certeau (1994), Bonamino (2016), Muller (2018), dentre outros. Os resultados apontam que o esforço dos docentes e gestores do CBNB em migrar para o ensino remoto com a maior brevidade possível surtiram efeitos positivos. Todavia, identificamos que ainda há um longo caminho a percorrer em busca de um melhor aproveitamento didático dos ambientes de rede e uso apropriado das tecnologias digitais no âmbito interno da instituição.