Contribuições do uso de atividades lúdicas em sala de aula, para o desenvolvimento e aprendizagem de uma criança com Transtorno do Espectro Autista (TEA): uma intervenção no contexto escolar

Abstract

The present research investigated whether the performance of play activities in an inclusive context, that is, in the context of a regular classroom, helps in the development and learning of children with Autism Spectrum Disorder (ASD), especially in the area of writing. The literacy process carried out by these children has been a great challenge for teachers. The appropriation of written language, the development of mental functions (higher psychological functions) that allow a refined action in the symbolic plane and the pathways of symbolization covered are important aspects to be studied, since there are still few studies in the scientific field. the majority focused on communication and behavior. An intervention -type research was conducted that sought to understand the process of development and learning of a student with ASD, through the performance of play activities with their peers in the regular classroom. The study included a boy with a previous diagnosis of ASD at the age of eight, enrolled in the second year of elementary school at a public school in the city of Pelotas. The ludic activities were presented and directed by the titular teacher, these being carried out by the student with his classmates daily in the classroom. The tests to evaluate the student's learning process was applied by the titular teacher in the multifunctional resource room three times, for a period of five months. The analysis and interpretation of the data was carried out using the microgenetic method (GÓES, 2000) and content analysis of the thematic type (Minayo, 1993). The results indicated that the application of playful activities in an inclusive context generates a great benefit in the learning of children with ASD,promoting the increase of social interaction, from the development of shared attention ability, causing significant progress in communication and understanding of the literate universe.