Resumo

Title Narratives on Music Education in Early Childhood Education for Children with Autism

This literature review aims to discuss the theoretical aspects that guide the right to Music Education in the phase of early childhood education, seeking to understand what skills the teacher needs at this stage to teach language to children within ASD (Autistic Spectrum Disorder). We bring Music Education as a discipline that needs to be present in the school curriculum, and which is beneficial for human formation and for theoretical and practical music learning. Carvalho et al. (2011) argues that music provides integral development and stimulates children's social interaction. For Guerrer and Menezes (2014), spectrum generally does not generate cognitive impairment in the music-related brain area. Riviéri (1995) states that the contents to be worked on students with autism should involve a sequence based on existing studies on the normal development of the child, being carried out step by step, as similar as possible. We can conclude that Music Education is not always presented to children as a discipline, but sometimes as a pedagogical support tool. Regarding children with autism, it is possible to realize that Music Education can generate benefits directly related to the Triads of Commitments.