O brincar como prática inclusiva da crianças com deficiência no contexto escolar

Abstract

Play is part of the child development and every child has the right to enjoy the world of play including those with disabilities. Thus, the study aims to analyze the opinions of teachers about the playing as an inclusion strategy in the classroom. In particular, it aims to verify how the inclusion process in the school environment happens; to identify whether teachers are using playing as an inclusion strategy in the classroom and to observe what activities are used in the process of inclusion of disabled children. To verify the teachers opinion, were used open questionnaires designed for teachers from private and public schools in João Pessoa, based on the qualitative field research, also containing a sociodemographic questionnaire in order to assess the profile of the participants. The results showed that the teachers interviewed understand what was specifically addressed in the survey. However, it is necessary that they have a greater awareness about the playing as an inclusive practice, and do not think about it separately, but as a rich tool for the development of disabled children in the school context, as well as, use it as an inclusion strategy.