Contribuições da arte para o desenvolvimento de potencialidades em crianças e adolescentes com transtorno do espectro autista (TEA)

Abstract

This study aimed to explore the contributions of art to the development of potentialities in children and adolescents with Autism Spectrum Disorder (ASD). A literature review was conducted, guided by the Historical-Cultural Psychology approach, and complemented by an experiential report based on a professional internship in the project “Autism, Art, and Culture.” Based on the theoretical framework of Lev Vygotsky, it is understood that the development of higher psychological functions occurs through social mediation and the use of symbolic tools. In this context, art is seen as a mediating tool capable of fostering imagination, language, expression, and self-regulation, while respecting each individual's singularities. The internship experiences revealed that, despite barriers in communication and social interaction, children and adolescents with ASD can develop through artistic practices that consider their potential and promote environments of listening, care, and creativity. The study highlights the importance of ethically and culturally contextualized mediated practices and suggests expanding investigations into various cultural and artistic resources in psychological practice with children and adolescents with ASD.