Educação musical especial e autismo: ressignificando o conhecimento de discentes da Licenciatura em Música da UFPB

• Ano de defesa: 2025
• Autor(a) principal: Aires Filho, Sergio Alexandre de Almeida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Música; Programa de Pós-Graduação em Música; UFPB
• Palavras-chave em Português: Educação musical; Educação musical especial; Música estudo e ensino; Formação docente - Música; Autismo inclusão; TEA inclusão; Special music education; Autism; Inclusion; Teacher training; Music teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37651

This research aims to understand the contributions of an extracurricular course entitled Music and Autism to the training of undergraduate music education students at the Federal University of Paraíba (UFPB), with a focus on preparing them to work more sensitively and effectively with children diagnosed with Autism Spectrum Disorder (ASD). The study is based on the observation that many future music educators encounter inclusive classroom demands — particularly involving autistic students — even before completing their academic training, highlighting the need for more specific and in-depth preparation on the topic. Using an actionresearch methodology, this study involved 14 undergraduate music education students who participated in a theoretical-practical course conducted over several sessions. Two assessment instruments with identical questions were applied — one at the beginning and another at the end of the course — to identify possible changes in the participants’ knowledge, perceptions, and attitudes regarding music education for individuals with ASD. The responses were analyzed in light of the specialized literature, supplemented by field notes and reflections from the students themselves. The theoretical framework is based on the DIR/Floortime model by Greenspan and Wieder, which emphasizes individual differences, emotional development, and the importance of affective relationships in learning. Topics discussed include sensory overstimulation, echolalia, joint attention, the role of language, auditory-musical processing in autism, and the importance of music as a tool for expression, communication, and emotional self-regulation. The results indicate a significant transformation in students’ understanding of autism and its connection to music education practice. The course helped broaden participants’ perspectives on the importance of empathetic listening, pedagogical adaptability, and the appreciation of each student’s uniqueness. It is concluded that specific training in special music education is essential for fostering more inclusive, responsible, and humancentered teaching practices, reinforcing the role of the music educator as a mediator of development and inclusion for autistic individuals in educational settings.