Contribuição da ludicidade no processo de diagnóstico psicopedagógico clínico

Abstract

Ludicity consists of a need of the individuals, independent of the age group, and should not be seen only as the act of playing, but is intimately connected with the learning process of the subject. When using the playful, the individual experiences moments of interaction with the medium in a freer way. Thus, it contributes directly to the evaluation of the development: affective, cognitive, motor and social. Play activities have been used by clinical psychopedagogues as a fundamental and accessible means to enter into the reality of the subject. Through the games, the psychopedagogue can analyze the way the patient manifests his creativity, personality and desires. The general objective of this study is to identify the contributions of playfulness in the process of clinical psychopedagogical diagnosis, and as specific objectives, we sought to discuss about the role of playfulness as a research tool in clinical psychopedagogical diagnosis. It is hoped to understand how the practices of these play activities can favor the process of diagnosis of the difficulties presented by the learner, through games, games, drawings, to identify the educational difficulties of the individual.This study is based on bibliographical research on the subject, Taking into account the theoretical perspectives Bossa (1994), Sampaio (2012), Vygotsky, whose statements reinforce those contained in the present study. It is concluded that play plays an essential role as a research tool in clinical psycho-pedagogical diagnosis. From its practice, the diagnosis happens in a more dynamic and natural way, emphasizing the singularities of each individual.