Experiencia sensorial musical en la educación de estudiantes sordos.

Music education for deaf students in Chile problematizes the professional work of special education teachers due to the experience and training in music with antagonistic positions between structural determinism and sensorial transposition. This study aimed to characterize the sensory visual and kinesthetic experiences of deaf first grade students at a special school in the Metropolitan Region of Santiago de Chile. School case studies included participatory observation in the classroom during the course, visual data collection, and in-depth interviews. Six deaf students who use Chilean sign language participated. The Chilean sign language, as the mother tongue of the deaf, was employed along with interpreter support. The data were transcribed from video to a gloss of written Spanish with the content analysis of the sensory experience from the categories of sensory transposition and structural determinism. Results from sensory transposition and structural determinism recognized the need for a student specific visual didactics, thereby contributing to the deconstruction of sound as a hegemonic element of music education. [ABSTRACT FROM AUTHOR]