O uso dos jogos e brincadeiras como metodologia de ensino na educação inclusiva nos anos iniciais do ensino fundamental

Abstract

Inclusive education has been the subject of intense debates, discussions and the publication of laws that seek to promote equal rights for all students. Thus, in addition to discussions about rights, teaching methodologies for this audience are questioned, in which it is understood that relating games and games as a teaching methodology, with the aim of contributing to a better understanding of the proposed contents, thus favoring the student learning process. Therefore, games can be considered as an opportunity for the development of students with disabilities, as through games, children learn to control their movements, establish order, handle objects, stimulate imagination, creativity, ability to concentrate and live in society. . Given the context, the present study aimed to understand how pedagogical practice and activities developed through games and activities can contribute to the learning process from an inclusive perspective. And as a methodological process for developing this article, a qualitative approach was adopted, with the methodological procedure for data collection being the bibliographic and documentary study of studies previously published in: books, theses, dissertations, articles, and other publications that deal with the theme. The results show how pedagogical practice and activities developed through games and games can contribute to the learning process from an inclusive perspective. It was possible to understand how games and games as a teaching methodology are very important for teaching and learning, thus being able to contribute significantly to the intellectual, cultural and social learning process of students with disabilities in elementary school. Thus, in a certain way, it is expected that this work will contribute to new teaching practices in the school context regarding inclusion.