Ensino de dança para crianças autistas sob a perspectiva de uma professora autista: uma abordagem fenomenológica

Abstract

This study reports specific nuances of the teaching practice of an autistic Dance undergraduate student in an Extension Dance Teaching Program for autistic children. Using a qualitative, phenomenological approach, the study investigates the processes of mutual adaptation, the creation of affective bonds, and the necessary pedagogical adjustments during the dance classes. The results indicate that building affective bonds is essential for the engagement of autistic children in dance classes, and that sensory and emotional adaptations, such as the use of familiar music and controlled environments, promote inclusion. Furthermore, the inclusion of autistic teachers requires adjustments in the work environment to minimize sensory overload. The study highlights the importance of flexible teaching and adapted pedagogical practices to promote inclusion in dance education, valuing the diversity and creative potential of neurodiverse students and teachers.