Educação musical não formal e autismo : estudo das percepções e práticas de professores de escola de música de Caxias do Sul (RS)

Abstract

This master's research, conducted in the Postgraduate Program in Education at the University of Caxias do Sul, in the research line Educational Processes, language, Technology and Inclusion, aims to analyze the perceptions of music teachers regarding music teaching for autistic children and adolescents, in the context of non-formal education, specifically in music schools in Caxias do Sul, RS, identifying pedagogical practices and resources used. It considers the contributions of Disability Studies and the perspective of neurodiversity as theoretical support and brings to the discussion the conceptions about autism, the perspectives of the medical model and the criticisms arising from the social model of disability. The research conceptualizes and contextualizes music teaching for autistic children and adolescents in the field of non-formal music education, highlighting the difference between music education and music therapy, and develops a brief reflection on inclusive education. Furthermore, it presents a research on the state of the art in the theme of Music Education and Austism, in which national scientific publications published between 2016 and 2023 were analyzed, through which evidence was found of little research carried out within the scope of music schools. This is a qualitative, exploratory research, carried out through an empirical study. The data were builtthrough semi-structured interviews with seven music teachers who teach or taught music to autistic children and/or adolescents. Content analysis was carried out based on Bardin (2004). The results were organized into six categories of analysis: 1. The conductor: music school teachers; 2; Instrumental musicians: autistic children and adolescents; 3; Harmony: teacher training; 4; Melody: pedagogical practices; 5; Counterpoints: musicalization x music therapy; and 6; Rhythm: The family in question. The results show that music education for autistic children and adolescents is always a challenge for music teachers. The adaptation of traditional methods, adaptations of pedagogical practices, visual and sensory resources, and alternative instruments were pointed out by teachers as some of the strategies for planning and teaching music to autistic students. Teachers pointed out the need for training courses in music education for autistic children. We found that, in general, music schools do not organize their spaces to accommodate this public and access to education occurs according to the capacity and predisposition of teachers. The interviews allowed us to realize that many family members of autistic students do not know or ignore the differences in approaches to music therapy and musicalization, seeking the benefits of music therapy in classes. Some teachers tend to perceive autism as a human difference with peculiar characteristics, learning difficulties, and social interaction that can be developed in musicalization. We understand that the perspective of the medical model of disability is present, and we emphasize the importance of considering the social model and neurodiversity. We hope that this research can serve as inspiration and support for new research that considers the context of non-formal education and reflections on access to musical methodological strategies that can continually encompass the learning and development process of these students. As well as new research focusing on the family and their perceptions about autism and musicalization for autistic people, which contribute to clarification and qualification of inclusive education. [resumo fornecido pelo autor]