O lúdico como facilitador no desenvolvimento da criança com autismo: concepções e práticas na Escola Municipal José de Arimatéa Nunes em Pinheiro - MA

Abstract

This paper presents results of a study on the importance of play in the development process of children with autism. As play is an effective learning methodology and a vital part of the development of autonomy and identity for every individual, it is important to approach it broadly and adapt to the characteristics and needs of each child. Therefore, the objective of this work was to analyze the methodologies of the teachers about the ludic as a facilitator in the development of the child with autism, situating perceptions and practices in the process of application of this mechanism. In view of this, the following question arose: what is the importance of play in the development of children with autism? To carry out this qualitative study, a bibliographical survey was carried out (books and scientific articles on the subject), analysis of documents (laws and other documents) and semi-structured questionnaires with professors and tutors of students with autism. As a reference, authors such as: Friedmann (1996), Vygotsky (1984), Piaget (1978), Assis (2021); Kishimoto (2017), Kanner (1943), Souza, Marques and Pereira (2018); Pedrosa et al (2020); Lucchesi and Hernandez (2020) among others. The research found that teachers have deficits in continuing education in Special Education, which can cause damage to teaching learning and the inclusion of students with autism in the educational context. As for playful activities, it was found that it is essential for the integral development of autistic children, so if educators use playful methodologies in the classroom, they will enable a better absorption of knowledge and the development of numerous skills in an attractive way for these children.