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Efeitos da música na Perturbação do Espectro do Autismo: Estudo de casos múltiplos com professores de música
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A intervenção pela música na Perturbação do Espectro do Autismo (PEA) é amplamente evidenciada na literatura científica. O presente estudo pretende analisar os efeitos da música na comunicação, socialização e comportamento de crianças e jovens com PEA, tendo em conta a perspetiva de professores de música. Procura compreender o impacto da música na vida destas crianças e explorar de que forma os docentes interagem e adaptam as suas práticas pedagógicas a este público em aulas de música. A metodologia de investigação adotada é de natureza qualitativa, recorrendo a um estudo de casos múltiplos de carácter exploratório. O estudo baseia-se em entrevistas semiestruturadas realizadas a sete professores de música, com e sem formação específica na área, que lecionam música em diferentes contextos educativos. Em complemento às entrevistas, foi aplicado o Strengths and Difficulties Questionnaire (SDQ) aos professores, de modo a enriquecer a análise e permitir uma triangulação de dados entre as perceções qualitativas e os resultados quantitativos. A análise dos dados permitiu identificar que a música é reconhecida, pelos casos em estudo, como um instrumento educativo favorecedor de competências comunicacionais, relacionais e de gestão comportamental. Os resultados evidenciam que, quando aplicada de forma ajustada, estruturada e intencional, a música promove a comunicação, a socialização e a autorregulação comportamental, constituindo-se como um meio privilegiado de inclusão e de desenvolvimento integral das crianças e jovens com PEA, na perspetiva de professores de música.
Intervention through music in Autism Spectrum Disorder (ASD) is widely supported in the scientific literature. The present study aims to analyze the effects of music on communication, socialization, and behavior of children and young people with ASD, taking into account the perspective of music teachers. It seeks to understand the impact of music on the lives of these children and explore how teachers interact with and adapt their pedagogical practices for this audience in music classes. The research methodology adopted is qualitative, using a multiple-case exploratory study. The study is based on semi-structured interviews conducted with seven music teachers, with and without specific training in the area, who teach music in different educational contexts. In addition to the interviews, the Strengths and Difficulties Questionnaire (SDQ) was administered to the teachers, in order to enrich the analysis and allow for triangulation of data between qualitative perceptions and quantitative results. The data analysis identified that music is recognized, by the cases studied, as an educational tool that fosters communication, relational, and behavioral management skills. The results show that, when applied in a adjusted, structured, and intentional manner, music promotes communication, socialization, and behavioral self-regulation, constituting a privileged means of inclusion and holistic development for children and young people with ASD, according to music teachers perceptions.
Intervention through music in Autism Spectrum Disorder (ASD) is widely supported in the scientific literature. The present study aims to analyze the effects of music on communication, socialization, and behavior of children and young people with ASD, taking into account the perspective of music teachers. It seeks to understand the impact of music on the lives of these children and explore how teachers interact with and adapt their pedagogical practices for this audience in music classes. The research methodology adopted is qualitative, using a multiple-case exploratory study. The study is based on semi-structured interviews conducted with seven music teachers, with and without specific training in the area, who teach music in different educational contexts. In addition to the interviews, the Strengths and Difficulties Questionnaire (SDQ) was administered to the teachers, in order to enrich the analysis and allow for triangulation of data between qualitative perceptions and quantitative results. The data analysis identified that music is recognized, by the cases studied, as an educational tool that fosters communication, relational, and behavioral management skills. The results show that, when applied in a adjusted, structured, and intentional manner, music promotes communication, socialization, and behavioral self-regulation, constituting a privileged means of inclusion and holistic development for children and young people with ASD, according to music teachers perceptions.
Descrição
Palavras-chave
Música Perturbação do Espectro do Autismo Professores de Música Comunicação Socialização Comportamento Music Autism Spectrum Disorder Music Teachers Communication Socialization Behavior
Contexto Educativo
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Licença CC
Sem licença CC