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Implementação de práticas artísticas para a educação de alunos com perturbação do espectro do autismo
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Este estudo analisa os efeitos das práticas artísticas no desenvolvimento emocional, social e expressivo de alunos com Perturbação do Espectro do Autismo (PEA), no contexto de uma Sala de Recursos Especializados (SER). Assente numa abordagem inclusiva, o projeto valorizou as potencialidades individuais dos alunos, proporcionando um ambiente seguro e estimulante para a comunicação, a exploração e a interação através da arte. O objetivo principal consistiu em compreender de que modo as atividades artísticas podem promover o desenvolvimento global e a inclusão de alunos com necessidades específicas, identificando também os desafios e oportunidades da sua aplicação. Foi implementado um programa de intervenção com atividades de exploração sensorial, expressão plástica e pintura, ajustadas ao perfil de cada participante. A metodologia qualitativa recorreu à observação participante, registos visuais e sonoros, análise das produções artísticas e entrevistas a docentes e encarregados de educação. Os resultados sugerem progressos na autonomia, confiança e expressão dos alunos, bem como na interação social e valorização pessoal. A colaboração com as famílias revelou-se essencial para prolongar os efeitos fora do contexto escolar. Conclui-se que as práticas artísticas, quando integradas numa pedagogia adaptada, podem contribuir para a inclusão e o desenvolvimento integral dos alunos com PEA, apresentando-se recomendações para futuras intervenções educativas.
This study examines the effects of artistic practices on the emotional, social, and expressive development of students with Autism Spectrum Disorder (ASD) within the context of a Specialized Resource Room (SRR). Grounded in an inclusive approach, the project sought to enhance the individual potential of each student by providing a safe and stimulating environment for communication, exploration, and interaction through art. The main objective was to understand how artistic activities can foster the overall development and inclusion of students with specific educational needs, while also identifying the challenges and opportunities arising from their implementation. An intervention programme was developed, comprising sensory exploration, visual arts, and painting activities tailored to the profile of each participant. The qualitative methodology included participant observation, visual and audio recordings, analysis of students’ artistic productions, and interviews with teachers and parents or guardians. The results indicate progress in students’ autonomy, confidence, and expressive abilities, as well as in social interaction and self-appreciation. Collaboration with families proved essential for extending the benefits beyond the school context. It is concluded that artistic practices, when integrated within an adapted pedagogical framework, can contribute to the inclusion and holistic development of students with ASD, and recommendations are provided for future educational interventions.
This study examines the effects of artistic practices on the emotional, social, and expressive development of students with Autism Spectrum Disorder (ASD) within the context of a Specialized Resource Room (SRR). Grounded in an inclusive approach, the project sought to enhance the individual potential of each student by providing a safe and stimulating environment for communication, exploration, and interaction through art. The main objective was to understand how artistic activities can foster the overall development and inclusion of students with specific educational needs, while also identifying the challenges and opportunities arising from their implementation. An intervention programme was developed, comprising sensory exploration, visual arts, and painting activities tailored to the profile of each participant. The qualitative methodology included participant observation, visual and audio recordings, analysis of students’ artistic productions, and interviews with teachers and parents or guardians. The results indicate progress in students’ autonomy, confidence, and expressive abilities, as well as in social interaction and self-appreciation. Collaboration with families proved essential for extending the benefits beyond the school context. It is concluded that artistic practices, when integrated within an adapted pedagogical framework, can contribute to the inclusion and holistic development of students with ASD, and recommendations are provided for future educational interventions.
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Práticas artísticas Perturbação do Espectro do Autismo Inclusão educativa Desenvolvimento emocional Sala de Recursos Especializados Artistic practices Autism Spectrum Disorder Educational inclusion Emotional development Specialized Resource Room