Transtorno do espectro do autismo e sua relação com a educação musical : uma revisão de literatura.

Abstract

The pedagogical work with music for autistic children can be understood as a communicative relationship, after all, listening, singing, dancing through music are actions that represent a body language, found in different cultures, given the participation and the countless benefits that already were effectively verified in the history of humanity, and whose records indicate that such beneficial actions of music awaken in individuals since the first civilizations. Therefore, it is understood that music is the representation of a form of language spontaneously accepted by social individuals. The following question was established as the central question of this study: How can aspects related to the music teaching process help in the development of children with ASD? And, as a general objective, to understand how the context of the music teaching process can collaborate with the development of children with ASD. This research aims tocontribute to studies whose debate is based on the social and educational construction of educational inclusion environments, mainly to awaken interaction and knowledge through working with music. About the methodological path, this study presents characteristics of a bibliographical nature, and can be classified as descriptive research with a qualitative approach. The results indicate that musical education can act positively when associated with other non-musical interventions, such as Ludic Therapy, which uses games and toys as mediators to achieve therapeutic goals, expanding the possibility of generalizing musical games. in other contexts.