Estratégias para o ensino de canto voltadas para alunos com autismo

Abstract

This research investigated the didactic-pedagogical strategies developed by singing teachers in the city of Natal-RN to teach students with Autism Spectrum Disorder (ASD), as well as the musical progress observed by these educators. A qualitative approach was adopted, characterized as a collective case study, with the participation of five singing teachers. Data collection occurred through semi-structured interviews, and the analysis was performed using thematic analysis, seeking to identify patterns and meanings in the participants' speeches in light of the theoretical framework. The results revealed a variety of individualized strategies, including the use of hyperfocus, visual and sensory stimuli, structured environments, and the valorization of students' interests. Teachers also shared connection and engagement techniques, approaches to dealing with communication, interaction, and emotional regulation difficulties, and the progress perceived in the musical development of students. The data discussion highlighted the importance of sensitivity, flexibility, and knowledge about ASD in pedagogical practice. The research concludes that, despite the challenges, singing teaching can be a valuable tool for the musical and overall development of students with ASD, provided that it is implemented with adapted and individualized strategies. Suggestions for future research include deepening the impact of specific strategies, longitudinal studies, and exploring the students' perspectives.