Tocando do jeito delas: o piano como instrumento musicalizador de crianças com transtorno do espectro do autismo

Abstract

This doctoral thesis investigated the interfaces among music education, piano, and autism in children aged three to five, aiming to understand how musical engagement can foster the musical and sociocommunicative development of this population. To this end, five complementary and progressive studies were developed, addressing the theme from different theoretical, pedagogical, and empirical perspectives. Study 1, of a bibliographic nature, conducted a systematic review of the literature on piano teaching for individuals with ASD, revealing a scarcity of specific research and highlighting the importance of flexibility and teacher sensitivity in inclusive music education. Study 2, qualitative in nature, explored the original musicality of two nonverbal autistic children through independent case studies, showing that gestures, vocalizations, and musical improvisations on the piano constitute legitimate forms of communication. Study 3, practical and reflective in nature, presented child-centered pedagogical strategies with an emphasis on improvisation and playfulness, highlighting advances in shared attention, imitation, and creativity during piano lessons. Study 4 broadened the scope of the research by reflecting on the training of music teachers in basic education. Arising from real concerns in the teaching profession, the study offered practical and reflective contributions for teaching autistic students, reinforcing the role of the music educator as an agent of inclusion. Finally, Study 5, using a mixed-methods approach, empirically evaluated the effects of fifteen piano lessons on the musical and sociocommunicative development of sixteen autistic children, showing significant progress during and after the intervention. When integrated, the studies reveal the piano as a driving instrument of affective and social mediation, capable of awakening the child’s original musicality and enhancing their forms of expression and communication. Although the results cannot be generalized due to the small number of participants, the evidence indicates that piano instruction in early childhood can promote lasting gains in the musical and sociocommunicative development of autistic children, as well as inspire more sensitive, creative, and inclusive pedagogical practices.