O impacto do intervalo escolar e das atividades recreativas no desenvolvimento de crianças com deficiência

Abstract

This paper investigates and analyzes the impact of school recess and recreational activities on the integral development of children with disabilities. The specific objectives include: identifying the main characteristics of children with disabilities who were observed during school recess; analyzing the role of the school environment and intervention practices in promoting inclusion and supporting the development of these children; and systematizing effective and inclusive strategies to create an enriching environment during recess and recreational activities. The theoretical foundation is based on authors such as Vygotsky, who discusses the importance of social interaction in child development, and Piaget, who emphasizes play as essential for the construction of knowledge. The study also considers legislation and policies on inclusion and the right to leisure, such as the Brazilian Inclusion Law (Law No. 13,146/2015). The methodology adopted is naturalistic observation, carried out during a supervised internship at a public school in the northern area of João Pessoa. The results highlight the effectiveness of inclusive strategies, such as accessible playgrounds, the creation of “toy days”, encouraging caregiver involvement and inclusive planning of physical education classes. These practices promote accessibility and encourage the participation of all students, contributing to an inclusive environment that is conducive to children’s development. The study thus offers a social contribution by reinforcing equal opportunities and a pedagogical contribution by reaffirming the importance of school recess as a space for learning and comprehensive development for children with disabilities.