Um estudo teórico sobre os processos de ensino e aprendizagem de música para pessoas com transtorno do espectro autista (TEA).

Abstract

This study outlines theoretical perspectives on music education for individuals with Autism Spectrum Disorder (ASD), aiming to comprehend the insights provided by the contents of journals and proceedings from the National Congresses of the Brazilian Association of Music Education (ABEM) regarding the teaching and learning of music for individuals with ASD. The specific objectives were as follows: discuss the historical and legal frameworks related to ASD and the core characteristics of pedagogical-musical practices; identify the bibliographic production of the Brazilian Association of Music Education (ABEM) on ASD and music education; categorize articles, analyzing the prevalence and gaps in the published themes concerning the teaching and learning of music. Through a qualitative approach, a literature review and bibliographic research were conducted. The bibliographic research discusses the historical and legal frameworks and the characteristics of pedagogical-musical practices for individuals with autism. Meanwhile, the literature review maps out pedagogical-musical practices for this audience, drawing from the Proceedings of the National Congresses of ABEM held in the years 2013, 2015, 2017, 2019, and 2021, as well as the ABEM Journal with publications spanning from 1992 to 2022. The review results indicate numerous benefits and highlight the significant effects brought about by music for this audience. The prevalence of works addressing the young autistic population in the context of music classes was noted. As gaps, there is a lack of studies directed towards pedagogical practices focused on teaching musical instruments to individuals with autism, a scarcity of works involving autistic adolescents, and an absence of research involving autistic adults.