O brincar na inclusão de alunos com Transtorno do Espectro Autista (TEA) na educação física escolar nos anos iniciais do ensino fundamental

Abstract

This study discusses playing in Physical Education classes and the inclusion of students with Autism Spectrum Disorder (ASD). Its general objective is to investigate how playing contributes to the inclusion of these students in the Early Years of Elementary School during Physical Education classes. In this sense, our specific objectives were to observe the behavior, interactions, and performance of activities by children with ASD during Physical Education classes; to identify how their creative and authorial processes manifest themselves through play; and also to analyze how they play and how they relate to each other through play within the school context. The target audience of the study were two 9-year-old children with ASD, students in a 3rd grade class of Elementary School. The pedagogical strategies used during the study were: planning and implementation of a didactic unit, dialogues with the class about the themes, production of activities by the students themselves that occurr ||ed during Physical Education class time, and interviews with students with ASD. For the analysis, a field diary was used with the perceptions obtained in each meeting, photographic records and the tra ||nscripts of the interviews conducted with the students. From these, we identified that the inclusion of children with ASD occurs through play and the relationships provided by play, the exploration of spaces, objects and the entire world around them.