Musicalização no trabalho pedagógico com crianças autistas: um estudo bibliográfico

Abstract

This study aimed to understand musicalization in pedagogical work with autistic children. Methodologically, it is characterized as a qualitative bibliographic research, as presented by Minayo (2001), Gil (2002), and Lakatos & Marconi (2003). The theoretical framework is based on Vygotsky’s Historical-Cultural Theory (1991, 1999, 2018, 2022) and collaborators such as Nassif (2025). The categories of analysis included: identifying the main characteristics of Autism Spectrum Disorder (ASD); understanding the pedagogical practices developed in the process of musicalization; and recognizing the role of music as a resource capable of enhancing the specificities of autistic individuals. As a result, it is reaffirmed the importance of understanding what characterizes a neurodevelopmental disorder in order to properly identify ASD and its specificities. Regarding the relationship between music and autism, it is understood that music is a significant resource in the process of children’s development and learning, as it enhances their particularities and allows mediation to occur in accordance with the Historical-Cultural Theory. In this way, music is configured as a valuable instrument in pedagogical practices aimed at autistic children, providing meaningful educational experiences that foster communication, emotional expression, concentration, and social interaction