Práticas inclusivas: a musicalização como recurso pedagógico para a comunicação e desenvolvimento da criança autista

Abstract

This article aims to understand the effectiveness of music education in the classroom, as a pedagogical resource for communication and development of children with Autism Spectrum Disorder (ASD). The research was carried out through theoretical studies, of a descriptive and exploratory nature. Due to the important relationships between music and development and ASD, we sought to reflect on the use of children's music in the classroom, extracting the positive and negative points, if any; how and in what way music helps in the communication and development of the autistic child; to point out the difficulties faced by the teacher in the routine of the autistic student and in the school inclusion of this public. In view of the studies carried out, it was possible to conclude that music education in pedagogical practices is beneficial for students with autism, allowing them to stimulate language, affective character and refinement of motor coordination.