Inclusão de crianças com autismo na Educação Infantil: o brincar como prática pedagógica.

Abstract

The present work aims to analyze some scientific papers on the themes of autism and play in Early Childhood Education. The objective is to present the interface of these themes in order to understand a relationship that could result in identification processes and, consequently, in learning for these children, with play as a pedagogical practice that encourages this process. Therefore, the research aimed to encourage discussions on the topic, so that teachers can reflect on the role of playing in the inclusion of children with autism in Early Childhood Education. A qualitative bibliographical research was carried out in the Scientific Electronic Library Online (SciELO) database and in the Periodicals of Capes, from 2008 to 2023. Eleven articles were selected and the data was processed through content analysis and the election of three categories of analysis, namely: 1) The different ways of looking at autism; 2) The mediation of the other as an enhancing factor; 3) Playing as an expression of being a child. The results initially demonstrated the scarcity of publications about playing and its contributions to the constitution of the child with autism at this stage of schooling. However, articles were found that conceive the child beyond the diagnosis, with the teacher's mediation as a central role for the child to occupy their place as student-subject at school. The data also corroborates the importance of the teacher's investment in the child, in developing their potential, focusing on playing as an element of encouragement for their learning and psychic constitution.