Ludicidade e aprendizagem de estudantes com TEA na educação infantil: uma análise documental de projetos político-pedagógicos em duas escolas públicas piauienses

Abstract

Early childhood education is a fundamental stage for the holistic development of children, encompassing cognitive, social, and emotional aspects. In this context, playfulness emerges as an essential pedagogical tool, providing creative, enjoyable, and inclusive learning experiences. Each human being is unique and needs to be worked with according to their particularities. This monograph, entitled Playfulness and learning of students with ASD (Autism Spectrum Disorder) in early childhood education: a documentary analysis of political-pedagogical projects in public schools, has the general objective of understanding how the learning of students with ASD is addressed through the Political-Pedagogical Project in the schools studied. The specific objectives are: to analyze the political-pedagogical projects of the selected schools; to identify guidelines regarding pedagogical practices aimed at students with ASD; and to describe the importance of incorporating play into the learning of these students. The research uses a qualitative approach, with a bibliographic and documentary basis, and references sources such as Mantoan (2015), Gaiato (2018), Veiga (2009), Souza and Guisso (2025), LDB (1996), LBI (2015), among others. This work sought to demonstrate that the use of play, through games and activities, favors social interaction, communication, and the development of cognitive and motor skills in children with ASD, in addition to promoting effective school inclusion. However, for this to happen, organized support is necessary, starting with the development of the PPP (Political-Pedagogical Project), which is the guiding document for school life. The study aimed to contribute to teacher training from the perspective of Inclusive Education.