Educação musical e o ensino de violino para crianças autistas: Uma vivência com o método de Edgar Willems.

Abstract

In the legislative sphere, Law No. 12,764, of December 27, 2012, is in force, which establishes the National Policy for the Protection of the Rights of Persons with Autism Spectrum Disorder (ASD) and in its article 3 establishes that access to education and vocational training are its rights. From this perspective, teachers need to be prepared to take on the challenges of teaching to this audience. This study aims to contribute to this issue by addressing methodological strategies for music education and violin teaching to autistic children, inspired by the pedagogical-musical proposal of Edgar Willems and consequently provides guidelines for teachers who intend to specialize in the field of music education for inclusive classes with autistic children. The general objective of this research is to investigate the contributions of the Edgar Willems method to the process of musicalization and teaching of the violin in inclusive classes with autistic children. This objective unfolds specifically in two, which are: to propose musical activities, through literature review, based on the Willems method; and to verify the musical learning of autistic students achieved through an evaluation scale. To this end, a literature review was carried out in articles, dissertations, theses and books in Portuguese and Spanish, available on online platforms, to identify what the literature deals with music education, from the perspective of inclusive education directed to people with ASD, involving themes such as inclusive legislation, inclusive music education, autism, relations between music education and psychomotricity in the inclusive perspective, music education and violin teaching and music education for Edgar Willems. This is action research, with a qualitative approach and has an exploratory character. The participants of this research come from the Research Group on Developmental Disorders and Learning Disabilities (GP-TDDA), in activity at the Federal University of Pará (UFPA), as a collection technique the participant observation was carried out and an evaluative scale was structured based on the pillars of the pedagogical musical proposal of Edgar Willems, they are: the song, the rhythm, the sound movement (pitch of the sound) and the hearing. There were 11 classes and 3 evaluations, the classes were previously planned and based on the pillars of the method revealed in the literature review. The learning results of the autistic children collected in the evaluations were expressed in graphs and the description was carried out through the participatory research of the musical advances and the behavior of all the participants. The study revealed that the class, both autistic and typical students, evolved. The autistic children demonstrated resourcefulness and understanding of musical practices, experimented with musical elements and autonomously transferred this knowledge to the study of the violin.