O papel do lúdico na inclusão de estudantes com autismo: uma revisão sistemática.

Abstract

The role of playfulness in the inclusion of students with autism is an increasingly relevant topic, given its ability to transform educational practices and promote more inclusive environments. This study's general objective was to analyze the role of playfulness in the inclusion of autistic students by examining studies focused on the theme of playfulness. The specific objectives included identifying different types of playful activities that assist students with Autism Spectrum Disorder (ASD) in school, analyzing the benefits of these activities for the inclusion of students with ASD, and exploring how playful approaches contribute to the inclusion of autistic students in educational settings. The research engages with authors such as Vygotsky (1998), Piaget (2000), and Bruner (2008) regarding the potential of play in the learning and development of children with ASD. Additionally, contemporary contributions from Cardoso (2019), Costa (2015), and Sousa and Silva (2022) offer insights into the educational process for children with ASD. The methodology employed in this study consisted of a systematic literature review, analyzing the data qualitatively using an adapted framework from Sampaio and Mancini (2007). The results revealed that playful practices such as structured games, collaborative activities, group dynamics, and visual supports significantly enhance students’ social interactions, communication skills, engagement, and overall well-being. These practices foster inclusion in the school environment and boost students’ holistic development. It is concluded that playfulness is essential in inclusive education for autistic students, as it promotes the development of social and cognitive skills in collaborative and empathetic contexts.