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A prática instrumental orff como contributo para a inclusão dos alunos com perturbação espetro do autismo: estudo de caso
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| DM_Maria Elisabete Matos da Gama | 4.59 MB | Adobe PDF |
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A presente investigação debruçou-se essencialmente em compreender de que modo a prática instrumental Orff, inclui os alunos com Perturbação do Espetro do Autismo nas aulas práticas de Educação Musical.
Participaram neste estudo de caso, um aluno com Perturbações do Espetro do Autismo, integrado num grupo de 9 alunos do segundo ano, durante o ano letivo 2017/2018, num horário extraletivo, criado propositadamente para a realização deste estudo.
Foram aplicados três testes sociométricos. Relativamente ao teste sociométrico 1, empregue da 3ª à 10ª sessão com duas partes: uma para preencher no início de cada sessão e a 2ª parte no fim de cada sessão. No que concerne ao teste sociométrico 2, foi aplicado semanalmente, ao longo de sete semanas (a partir da 3ª à 10ª sessão). No que diz respeito ao teste sociométrico 3, este foi aplicado antes de iniciarem as sessões e no final das 10 sessões. Foram também realizadas 10 sessões práticas de música com recurso ao Instrumental Orff, grelhas de observação direta e uma entrevista final aos alunos participantes.
Ao longo das dez sessões, o trabalho foi seccionado em etapas: A 1ª etapa, refere-se às duas primeiras sessões, onde houve um trabalhado individualizado com a criança A1. Relativamente à 2ª etapa, foram inseridas três crianças, A2, A3 e A4 que, conjuntamente, trabalharam com A1 ao longo da 3ª e 4ª sessões. Na etapa número 3, referente à 5ª e 6ª sessões, entraram mais três crianças, perfazendo assim 7 elementos. Por fim, a última etapa (4ª), calendarizada para a 7ª, 8ª, 9ª e 10ª sessões, foi realizada com todos os elementos - A1 A2, A3, A4, A5, A6, A7, A8, A9 e A10.
Concluiu-se que a Prática Instrumental ORFF é uma mais-valia para a inclusão dos alunos com Perturbação do Espetro do Autismo, dado que ao longo das sessões foi notório o crescimento do à-vontade e da interação entre todos os elementos do grupo. Os jogos musicais e o trabalho musical Orff desenvolvidos contribuíram para aprimorar o desenvolvimento pessoal e social do aluno com PEA mas também dos colegas que participaram, ampliando a compreensão e o respeito entre eles, e concomitantemente proporcionando uma convivência harmoniosa. A música conseguiu atenuar e superar consideravelmente algumas barreiras apresentadas inicialmente.
The present investigation is focused essentially on understanding how Orff's instrumental practice includes students with Autism Spectrum Disorder in practical Music Education classes. One student with Autism Spectrum Disorders has participated in this study, integrated in a group of 9 students of the second grade, during the 2017/2018 academic year, in an extracurricular schedule, created purposely to carry out this study. Sociometric tests (1, 2 and 3), practical sessions of music using Orff Instrumental, direct observation grids and a final interview were applied to the participating students. Three sociometric tests were applied. Concerning to sociometric test 1, applied from the third to the tenth session with two parts: one to fill in in the beginning of each session and the second part in the end of each session. In what concerns sociometric test 2, it was applied weekly, for seven weeks (from the third to the tenth session). Referring to sociometric test 3, it was applied before the sessions were initiated and in the end of the ten sessions. There were also conducted ten musical practical sessions, making use of Instrumental Orff, direct observation grids and a final interview to the participants. Throughout the ten sessions, the work was sectioned in stages: The first stage refers to the first two sessions, where there was individualized work with child A1. Attending to the second stage, three children were integrated, A2, A3 and A4, which worked together with A1 throughout the third and fourth sessions. On stage three, referent to the fifth and sixth sessions, three more children took part, making seven elements in total. Finally, the last stage, scheduled for the seventh, eighth, ninth and tenth sessions, was realized with all of the participants - A1 A2, A3, A4, A5, A6, A7, A8, A9 e A10. It was concluded that the Orff Instrumental Practice is an added value for the inclusion of students with Autism Spectrum Disorder, since throughout the sessions it was evident the growth of openness and the interaction among all the members of the group. The Orff musical games and musical work developed, contributed to improve the personal and social development of the student with PEA, but also of the colleagues which participated, increasing comprehension and respect among them, providing the development of the students, and at the same time provided a harmonious coexistence among all. The music was able to attenuate and overcome some of the barriers presented initially.
The present investigation is focused essentially on understanding how Orff's instrumental practice includes students with Autism Spectrum Disorder in practical Music Education classes. One student with Autism Spectrum Disorders has participated in this study, integrated in a group of 9 students of the second grade, during the 2017/2018 academic year, in an extracurricular schedule, created purposely to carry out this study. Sociometric tests (1, 2 and 3), practical sessions of music using Orff Instrumental, direct observation grids and a final interview were applied to the participating students. Three sociometric tests were applied. Concerning to sociometric test 1, applied from the third to the tenth session with two parts: one to fill in in the beginning of each session and the second part in the end of each session. In what concerns sociometric test 2, it was applied weekly, for seven weeks (from the third to the tenth session). Referring to sociometric test 3, it was applied before the sessions were initiated and in the end of the ten sessions. There were also conducted ten musical practical sessions, making use of Instrumental Orff, direct observation grids and a final interview to the participants. Throughout the ten sessions, the work was sectioned in stages: The first stage refers to the first two sessions, where there was individualized work with child A1. Attending to the second stage, three children were integrated, A2, A3 and A4, which worked together with A1 throughout the third and fourth sessions. On stage three, referent to the fifth and sixth sessions, three more children took part, making seven elements in total. Finally, the last stage, scheduled for the seventh, eighth, ninth and tenth sessions, was realized with all of the participants - A1 A2, A3, A4, A5, A6, A7, A8, A9 e A10. It was concluded that the Orff Instrumental Practice is an added value for the inclusion of students with Autism Spectrum Disorder, since throughout the sessions it was evident the growth of openness and the interaction among all the members of the group. The Orff musical games and musical work developed, contributed to improve the personal and social development of the student with PEA, but also of the colleagues which participated, increasing comprehension and respect among them, providing the development of the students, and at the same time provided a harmonious coexistence among all. The music was able to attenuate and overcome some of the barriers presented initially.
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Palavras-chave
Música Perturbação do espetro de autismo Prática instrumental orff Inclusão Music Autism spectrum disorder Orff instrumental practice Inclusion