Ludicidade e a educação especial: o recurso lúdico como metodologia na educação especial

Abstract

Some people see playful resources only as a form of entertainment, although many have noticed that, in some cases, they can be a knowledge building strategy. The playful methodology as a teaching resource can be a means for children to develop in many ways, not just cognitively. However, some education professionals remain resistant when it comes to using it in teaching practice. The playful is not only good for learning, but also promotes creativity and autonomy of those who use it. The use of playful tools in the classroom continues to be beneficial to identify the specific educational needs of each child and how they process knowledge, thus promoting more efficient inclusive actions. In the school environment, the ludic emerged as an innovative approach, mainly in the classroom of students with specific educational needs, as it gave this public equal opportunities to learn through games and creative activities where playing becomes the protagonist. However, innovative and differentiated proposals to be inserted in teaching practice require research and attention so that they can effectively have beneficial effects. From this vision, this study proposal was born, whose main objective is to reflect on the importance of recreational resources as a tool for the inclusion of children with special needs in the school space and also to show how the use of this methodology can improve the teaching process. learning of this student, making inclusion something light and effective. We will use the bibliographic research method in search of answers about this problem in order to understand if it is really possible that the playful approaches improve the learning process of this public, and suggest paradigm changes so that teaching practices promote inclusion.