Ludicidade e inclusão de crianças com transtorno do espectro autista (TEA) na educação infantil: o que dizem os TCC's do curso de Pedagogia

Abstract

The present study aims to understand how playfulness and inclusion are experienced by children with Autism Spectrum Disorder (ASD) in Early Childhood Education, in light of what is shown by undergraduate theses from recent years, more precisely, from January 2020 to December 2024. Grounded in the understanding that play, when proposed with pedagogical intentionality, can foster the child’s comprehensive development, this research sought to answer the following question: How is play, when proposed with pedagogical intent, experienced by these children, and how can it contribute to their overall development? The main objective was to investigate how playfulness is experienced in the daily lives of children with ASD in early childhood education, drawing on what has been discussed in academic literature. Methodologically, this is a qualitative and bibliographic study, developed through the selection of undergraduate dissertations available in academic repositories. Data collection was conducted through the critical analysis of these works, considering their objectives, methodologies, and results, which enabled the identification of different perspectives and a critical reflection on their contributions. The findings revealed that playfulness, when implemented in the school context—especially in early childhood education—significantly contributes to the cognitive, social, and emotional development of children with ASD, fostering communication, socialization, and peer interaction. Another key point concerns the teacher’s role as a mediator, which is essential for ensuring that inclusive strategies are created with pedagogical intentionality to enhance learning. Therefore, it can be concluded that when play is recognized as a child’s right in early childhood education, it broadens learning experiences, promotes the appreciation of diversity, and combats exclusionary and discriminatory practices, reinforcing the importance of inclusion. Thus, this study contributes to the reflection and debate on the role of playfulness as an inclusive pedagogical tool for children with autism.