A música no processo de alfabetização da criança com Transtorno do Espectro Autista (TEA)

Abstract

This Final Course Work presents the need to unveil and deepen the analysis of the relevance of music in Early Childhood Education with a view to the integral development of children with Autism Spectrum Disorder (ASD). This justifies the importance of studying this theme, which had the general objective of analyzing music in the literacy process of children with Autism Spectrum Disorder. From the methodological assumptions, qualitative bibliographic research was used, firstly, in the collection of the On-site Music Degree course at the State University of Maranhão (UEMA), and, later, in the databases of Google Scholar, Scielo (Scientific Electronic Library Online), and virtual repositories of music and pedagogy, with theoretical foundations of studies by authors such as: Agnolon and Masotti (2016), Aires Filho (2020), Lemos, Salomão and Agripino-Ramos (2014), Oliveira (2016), Pizolli, Maidl and Franco (2021), Santos (2023), Soeiro (2018), Sousa (2015), Zimmer, Rodrigues and Defreitas (2018), Rodrigues (2020) and others. During the analysis of the object of study of this research, it became evident that the presence of music in legislation aimed at Early Childhood Education still faces several challenges in terms of initial and continuing teacher training and the lack of appreciation for music graduates in the teaching staff at this stage of education. It also reiterated the importance of music at this stage of Basic Education, given the contributions of this area of ​​knowledge as a methodological instrument for teaching and teaching literacy to children with ASD.