Musicalização infantil: um estudo sobre as intervenções pedagógicas do educador musical para a inclusão dos alunos com autismo no Colégio Marista Araçagy

Abstract

This study aims to investigate how music education for children can help with the inclusion and school learning of children with autism, as well as to reflect on the importance of the pedagogical action of the music teacher and the activities proposed during the teaching-learning process, facilitating interaction, the acquisition of knowledge in other areas and favoring the cognitive and socio-affective development of the child, with a view to the pedagogical training of the music educator for an emancipatory praxis. The study is based on the assumption that music can bring significant benefits to the lives of students with ASD if worked in a playful way with appropriate methodologies and with respect for individualities. In this way, it can contribute to the inclusion process, through activities that provide autistic people with socio-affective experiences that help in their communication through significant pedagogical interventions. Questions are presented about special education and some legal frameworks, early childhood musicalization for children with ASD, the characteristics of Autism Spectrum Disorder and the relationship between children and music. In order to develop this research carried out at the Marista Araçagy school, the following methodological procedures were used: bibliographical survey, questionnaires administered to teachers and the coordinator of the school studied, in addition to direct observation of the practice of the Music Educator and the participation of students in the process of knowledge construction