Por dentro da linguagem lúdica do autismo: políticas e práticas no ensino fundamental

Abstract

Thinking about the playfulness in the autistic universe involves theoretical and practical dialogues directly related to the national policies of special education and inclusive education. This research aimed to highlight the pedagogical and playful interdisciplinary practices as mediation for the development and learning of an autistic child in the School At the Federal University of Paraíba. To do so, it sought to reflect on inclusion policies in the context of special education; to highlight the biopsychosocial aspects of autism spectrum disorder and its applications to the process of teaching children's learning; to promote pedagogical didactic interventions with the autistic child, using playful methodologies to stimulate learning. It is characterized by a descriptive field research of qualitative approach, whose analyzes started from a dialectical conception that understands the phenomenon of the particular for the general in dialogue with the theoretical conceptions of the infantile education and the educational policies. Therefore, the text is articulated to the historical panorama, the laws and the rights of education of the disabled person in Brazil, with a view on autism and on the importance of playfulness in the contexts of learning of the autistic child. The results show that playful methodologies promote learning in a meaningful way and stimulate the creativity, reasoning, imagination and autonomy of the autistic child. In this sense, pedagogical practices should prioritize play activities by providing an inclusive and supportive environment for the reception and socialization of the autistic child. Therefore, it is also necessary for the teacher to deal with the specific differences na needs of these children.