Transtorno do espectro autista e o lúdico na aprendizagem: desafios e perspectivas no desenvolvimento dos alunos com TEA do 1° ano da U.E.F Professora Maria Nogueira em Bacabal – MA

Abstract

Playfulness is an indispensable pedagogical tool for making the teaching and learning process, in any teaching modalities, more attractive and meaningful. By directing playful activities to the classroom context, we are providing typical and atypical students with conditions to develop significant skills such as social, emotional, physical and cognitive. The general objective of this work is to analyze the challenges and perspectives in the development of students with ASD in the 1st year of UEF Professora Maria Nogueira in Bacabal - MA. This study was carried out through field research, of a bibliographic nature, with a quantitative-qualitative approach and an exploratory field character in a public school institution in the city of Bacabal, with an autistic student in the 1st year of elementary school. In view of this, data collection was carried out through observations and application of a questionnaire applied to the teacher and the two mediators of the autistic children. The theoretical framework of the research is based on the following authors: Caminha (2019); Brites, Brites (2019); Grandin (2015) e Pontis (2022), among other bibliographic collections and legal documents. Through data analysis, questionnaires and observations, it was possible to conclude that playful activities help in the development process of autistic children, as they demonstrated more interest in activities that opted for play than just writing in the transition from early childhood education to elementary school. Therefore, it is necessary to develop skills, knowledge and behavioral changes in autistic students; and the professional needs to be qualified to develop pedagogical strategies that facilitate the process of inclusion and social life of autistic children.