Educação Musical e Autismo : Análise da Educação Musical como recurso de inclusão social presente no programa Violino em Grupo em Belém do Pará

Abstract

Working with music education in an inclusive perspective means making commitments to people, their families and the society in which they live, where making music becomes a social act, whose action can influence and provoke transformations. The “inclusion” theme has occupied a privileged place of debate on the agenda of major national and international conferences, with regard to the democratization of access for people with disabilities (PCDs) to education, leading to the creation of laws aimed at their specificities. With this, strengthened by the demands and pressures of various social groups that defend the recognition of this equality of access, important legal documents have been prepared, the Declaration of the Rights of Persons with Disabilities (1975), the World Action Program for Persons with Disabilities ( 1982), the Declaration of Cartagena (1992), the Declaration of Salamanca (1994), the Charter for the Third Millennium (1999), Law No. 12764 (2012), which determines that people with Autistic Spectrum Disorder (ASD) are considered people with disabilities, the Diagnostic and Statistical Manual of Mental Disorders - DSM-5 (2014) and Law No. 13,146 (2015), which institutes Social Inclusion and Citizenship of Persons with Disabilities (Statute of Persons with Disabilities). This study is justified by addressing a recurrent theme at national and international level, as the access of students with ASD to educational spaces is evident as an undeniable right, whether in regular education institutions, arts education or in the sporting environment, in character formal or informal. The study aimed to investigate Music Education, as a resource for social inclusion of children with ASD, present in the program "Violin in Group: interdisciplinarity and language innovation in children with Autistic Spectrum Disorder", developed in the Graduate Program in Arts of UFPA – PPGARTES. Its deployment takes place in three specific objectives: 1) Describe, based on previous works, audiovisual recordings and reports, the pedagogical actions, strategies and teaching resources applied in the Violin Group Extension Program laboratory; 2) Verify the musical learning of students with Autistic Spectrum Disorder (ASD), program participants, based on the collected data and, 3) Analyze the contributions of Music Education, as a resource for the social inclusion of children with ASD, through the Violin Group Program. To carry out this study, a bibliographic research was carried out, through a review of national and international literature, with a Quantitative approach and a Quasi-Experimental design, having as source the data collected through audiovisual and photographic records, reports, interviews and production academic, originated from the pedagogical practices developed in the program. The research revealed that students with ASD, when placed in a common teaching environment, can learn to play a musical instrument at a level similar to typical Neuro. It also revealed that the Music Education proposed by the Program fulfilled its role of social inclusion for PCD's students. It is expected that, through the registration of pedagogical resources and teaching material collected through this research, it will add to the professionals and institutions that promote Inclusive Music Education.