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Publication
A importância do "brincar" no processo de ensino aprendizagem das crianças com Autismo (TEA)
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| 1.81 MB | Adobe PDF |
Abstract(s)
O presente estudo investigou as interações sociais entre crianças com Transtorno do Espectro do Autismo (TEA) e seus pares neurotípicos em contextos de brincadeiras, evidenciando a importância do brincar como meio de desenvolvimento cognitivo, emocional e social. A análise dos momentos lúdicos permitiu observar desafios e potencialidades nas interações sociais de crianças com TEA, como a iniciação de contatos, manutenção de diálogos e reciprocidade. Além disso, foi avaliada a atuação dos profissionais da educação na promoção da interatividade, destacandose a adaptação de brinquedos e atividades (58,8%) e a orientação individualizada (35,3%) como estratégias predominantes, ainda que o uso do reforço positivo tenha sido menos citado. A pesquisa revelou uma significativa lacuna na formação docente específica sobre o brincar com crianças autistas, com 82,4% dos participantes afirmando não receber capacitação formal nessa área. Tais dados reforçam a urgência de incluir a ludicidade nos Projetos PolíticoPedagógicos, investir em formação continuada e fomentar práticas interdisciplinares. A entrevista com uma professora do Atendimento Educacional Especializado (AEE) corroborou a importância do trabalho colaborativo e da constante atualização dos educadores. Concluise que o brincar deve ser compreendido como um direito e um recurso pedagógico estruturado, exigindo planejamento, intencionalidade e compromisso institucional para a promoção de uma educação verdadeiramente inclusiva.
This study investigated the social interactions between children with Autism Spectrum Disorder (ASD) and their neurotypical peers in playful contexts, emphasizing the importance of play as a key element in cognitive, emotional, and social development. Observations of these play situations revealed both challenges and strengths in the social engagement of children with ASD, particularly in initiating contact, sustaining dialogue, and practicing reciprocity. Educators' strategies to promote interaction were also analyzed, with adaptations of toys and activities (58.8%) and individualized guidance (35.3%) emerging as the most used approaches, while positive reinforcement was the least mentioned. A significant gap in teacher training on play with autistic children was identified—82.4% of respondents reported no specific training. These findings highlight the urgent need to incorporate playbased approaches into Pedagogical Political Projects (PPPs), strengthen continuous teacher education, and encourage interdisciplinary collaboration. An interview with a Specialized Educational Support (AEE) teacher further emphasized the importance of joint efforts and ongoing professional development. The study concludes that play should be regarded not only as a right but also as a structured pedagogical tool, requiring intentional planning and institutional commitment to ensure inclusive education.
This study investigated the social interactions between children with Autism Spectrum Disorder (ASD) and their neurotypical peers in playful contexts, emphasizing the importance of play as a key element in cognitive, emotional, and social development. Observations of these play situations revealed both challenges and strengths in the social engagement of children with ASD, particularly in initiating contact, sustaining dialogue, and practicing reciprocity. Educators' strategies to promote interaction were also analyzed, with adaptations of toys and activities (58.8%) and individualized guidance (35.3%) emerging as the most used approaches, while positive reinforcement was the least mentioned. A significant gap in teacher training on play with autistic children was identified—82.4% of respondents reported no specific training. These findings highlight the urgent need to incorporate playbased approaches into Pedagogical Political Projects (PPPs), strengthen continuous teacher education, and encourage interdisciplinary collaboration. An interview with a Specialized Educational Support (AEE) teacher further emphasized the importance of joint efforts and ongoing professional development. The study concludes that play should be regarded not only as a right but also as a structured pedagogical tool, requiring intentional planning and institutional commitment to ensure inclusive education.
Description
Keywords
Transtorno do espectro autista Educação inclusiva Aprendizagem baseada no brincar Formação de professores Interação social Autism spectrum disorder Inclusive education Playbased learning Teacher training Social interaction
Pedagogical Context
Citation
Publisher
CC License
Without CC licence