Ensino de violino para aluno surdo: ideias e atividades

Abstract

This article presents ideas and activities for teaching violin to a deaf student, highlighting the pedagogical adaptations made to make the process accessible and meaningful. The need for effective communication led the instructor to pursue training in Brazilian Sign Language (Libras), which enabled the development of mutual trust and specific teaching strategies. The methodological path included introducing the instrument, addressing body posture, bow technique, left-hand positioning, and tuning practices, supported by activities based on vibrotactile perception and visual resources. The results show that instrumental instruction for deaf learners is both feasible and enriching, expanding students’ autonomy and encouraging teachers to rethink their pedagogical approaches. This experience contributes to deconstructing stereotypes about deaf musicality and emphasizes the importance of teacher education in Libras, as well as the consolidation of inclusive methodological frameworks in music education.