Brincadeiras lúdicas como elemento de inclusão de crianças com deficiência no ambiente escolar

Abstract

This topic is of paramount importance for the area of knowledge of Physical Education because it addresses routine aspects of pedagogical practice, however, it needs a closer look at the intellectual and social formation of children involved in this process of becoming more humanized adults. This study aims to analyze the influence of playful games for the acceptance of children with disabilities, any, stimulating this acceptance and developing their motor and cognitive skills. As scientific relevance, the research will contribute to future debates related to the proposed theme, leading us to a specific research practice. From that moment in which we provide elements of studies already carried out, questions on the subject, our focus is on the experience of individuals directly affected by this issue, directing actions not only in elementary school, but where there is this relationship between playfulness, disability and the inclusion of people with disabilities. For this study, the methodology of narrative literature review was used, from which, we were able to consider that, from the results, on the interactions between play and children with disabilities, it modifies not only the relationship in a school environment, but, the interaction with the world that surrounds them and the expectations of a more solidified respect.