Repercussions of the practice of german folk dance in the life of a child with ASD

Abstract

Autism spectrum disorder is characterized by the presence of behavioral disorders resulting from a neurodevelopmental disorder. It is considered important to include activities in the daily life of these people that allow social practice. Among them, the opportunistic German dance socialization, strengthens group interactions. With the objective of discussing the consequences of the practice of German dance for children with ASD, from the perspective of different people involved in this process. Under a qualitative approach, characterized as a case study. As an instrument, the interviews were conducted through Google Meet. Three children with ASD, three mothers, three teachers and three colleagues were interviewed. The results were analyzed through a thematic analysis in three sections: 1) the meaning of German folk dance for children with ASD; 2) impressions of colleagues and relatives; 3) Teaching possibilities from the teachers' perspective. The characteristic of DFA is to perform a sequence and repeat it two or more times in the sequence. This fact, according to the coordinators, helps in memorizing the steps. In a way, these movements become "automatic", that is, as soon as we have learned them, we no longer need to "think about them" to execute them. Knowledge is incorporated like this. Cognition arises from corporeality, lived experience and the ability of human beings to move. In conclusion, the German dance is a cultural manifestation that allows the participation of children with ASD, preserving popular traditions and the feeling of belonging among the members.