Desenvolvimento das funções executivas em crianças com e sem transtorno do espectro autista na aprendizagem da flauta doce

Abstract

This research aims to investigate the development of executive functions in students with and without Autism Spectrum Disorder (ASD) through musical activities using the recorder as a reference instrument. Following the perspective of Louro (2017), who emphasizes the importance of music education combined with psychomotricity as a means for neurodevelopment in individuals with ASD, our study examines how musical activities can benefit the development of essential skills such as working memory, cognitive flexibility, and inhibitory control. These skills are particularly challenging for this group, highlighting the relevance of targeted interventions (DIAS and SEABRA, 2013). The research is grounded in the literature on the cognitive abilities of children with ASD, using music education through the recorder as a tool for human development, while reflecting on its contributions in the context of inclusion and music education. Adopting a qualitative methodology, music practice classes were conducted with two groups of children4one with ASD and one without4to assess the development of their executive functions before and after the intervention period. To this end, questionnaires were administered to the children’s guardians and teachers before and after the classes to observe possible effects of the proposed activities on the children’s cognitive development. Twelve activities were carried out: four focused on working memory, four on cognitive flexibility, and four on inhibitory control. The classes were held twice a week, each lasting sixty minutes, during which these competencies were specifically addressed. We expect that, after completing the activities, improvements in the mentioned skills will be observed, demonstrating the contribution of music education to the inclusion and holistic development of children with ASD.