A ludicidade como possibilidade de aprendizagem no Atendimento Educacional Especializado - AEE

Abstract

This study is part of the Special Education research line from the perspective of Inclusive Education, with playfulness in the context of Specialized Educational Services. Its starting point is the following question: how do playful activities contribute to intensifying the learning of students who attend Specialized Educational Services (AEE)? To answer the guiding question, the general objective was defined as understanding how playful activities can enhance the learning of students who attend AEE, and the specific objectives were: to contextualize the trajectory of special education in Brazil and the services provided to people with disabilities; to point out the possibilities of developing playful activities for students and, finally, to organize an educational product with playful activities for use in planning that will be used in the services provided to students. To achieve the proposed objectives of the study, we opted for qualitative, exploratory research and a combination of bibliographic/documentary research with field research. The theoretical framework used to conduct the study was based on the works of Lev Semionovitch Vygotsky, from the historical-cultural theory, whose approach emphasizes the stimulation of curiosity and the development of students' autonomy in their pedagogical practices. It is known that children's cognitive development is influenced by social and cultural interactions. In this sense, learning is not an isolated process, but a collective construction, mediated by these interactions and by the cultural context in which the student is inserted. Based on the results obtained, it is possible to reiterate the centrality that playfulness assumes in the educational process, especially when playful activities are perceived as fundamental elements for student learning.