Musicalização como recurso pedagógico para crianças com TEA: uma revisão sistemática da literatura

Abstract

The present study is a systematic literature review on musicalization as a pedagogical tool in the development of children with Autism Spectrum Disorder (ASD). The main objective of this work is to investigate, through a systematic review, the impact of musicalization as a pedagogical tool on the development of children with Autism Spectrum Disorder (ASD). The aim is to understand how the implementation of musicalization in the educational context influences the communicative skills and social interactions of these children, especially within the school setting. To this end, searches were conducted in articles published in the CAPES Periodicals database. The following descriptors were used for the search in Portuguese: “Música AND autismo,” “Tea AND Música AND Desenvolvimento,” and “Música AND Autismo AND Aprendizagem.” A total of 64 articles were found, of which 10 met the inclusion and exclusion criteria established for the research and were selected for analysis. The results indicate that, despite an increasing number of studies, the use of music as a pedagogical tool in teaching children with ASD is still an area with gaps. The research revealed that the implementation of musical activities significantly contributes to the development of communicative skills and improves the social interactions of these children. In the school context, musicalization can be an effective strategy to promote the inclusion of children with ASD, stimulating not only their cognitive and emotional skills but also fostering their social integration.