Ludicidade na educação infantil inclusiva: percepção de educadores

Abstract

This Course Conclusion Paper discusses the playfulness used as an instrument of learning and development in Early Childhood Education, and especially in the context of inclusive education. Therefore, the general objective of the research is to analyze the perception of educators regarding the contributions of playfulness to inclusive education. Thus, as specific objectives, we seek to understand, in the view of educators, how playfulness can act as a facilitator in the teaching-learning process of children targeted by Special Education and describe when and how these educators use playful activities in their daily routines. To this end, a study was first carried out on the historical perspectives that involve Special Education and inclusive education, as well as the concepts and principles that govern the teaching modality. Then, the main official documents dealing with inclusive education in Brazil were described; and finally, we sought to identify, through contributions from different authors, the importance of the ludic universe in the child's teaching-learning process and its benefits for inclusive education. In this perspective, the methodology used in this work was a descriptive research, with a qualitative approach. A field research was carried out with five educators from Early Childhood Education institutions in a municipality in the interior of Paraíba, in order to verify the understanding of these educators about playfulness, and how these professionals use playful activities in their daily practices as a pedagogical resource for the educational process of children target audience of Special Education. The research covered all kindergarten schools in the respective municipality. That said, a 14-question questionnaire was created and applied for data collection. The questionnaire was applied online, via email and WhatsApp application. After collecting the data, a reading was performed and a pre-analysis was carried out, and from that, four categories of content analysis were established, in which the data were grouped and then analyzed under the light of legal instruments and bibliographies presented throughout the work. Thus, as a result of the study, a panorama with various conceptions of these education professionals is verified, and considerations about the introduction of playfulness as a proposal for an inclusive quality education, generating significant learning and enabling the integral development of children with special educational needs. Thus, it is concluded that the considerations presented in this work reveal that playfulness is an essential resource in all spaces and times of early childhood education institutions. Since this instrument contributes to the construction of knowledge in a meaningful, pleasurable and accessible way for students inserted in this educational phase, and particularly, for children special education target audience.