THE INCLUSION OF MUSIC AS A PEDAGOGICAL STRATEGY FOR THE DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) IN EARLY CHILDHOOD EDUCATION

Abstract

This study aimed to investigate the inclusion of music as a pedagogical strategy in the development of children with Autism Spectrum Disorder (ASD) in the teaching and learning process in Early Childhood Education. The research was qualitative in nature, conducted through interviews with teachers at a municipal school in Cabo de Santo Agostinho, designated as (P1 and P2), seeking to understand the contributions of music in the educational context. This work is based on: Soares and Rubio (2012), (BNCC, 2017) and (Law No. 13.146/2015). The results indicate that music presents itself as a relevant pedagogical resource, favoring the cognitive, social, and communicative development of children. Musical activities contribute to making the learning environment more dynamic, participatory, and inclusive, in addition to stimulating student engagement, interaction, and socialization. It was also observed that the use of music in the school context requires pedagogical planning and adequate teacher training, enabling more meaningful educational practices. It is concluded that music constitutes an important pedagogical tool in Early Childhood Education, contributing to the child's integral development and to the promotion of an inclusive and welcoming education.