O jogo como prática pedagógica na escola inclusiva

Abstract

This article emphasizes the importance of games as pedagogical practice in inclusive education, seeking to understand its contribution in relation to the acquisition of new knowledge. It is necessary that the school seeks to educate the conceptions of democracy and autonomous, living together, recognizing and appreciating differences. The reasoning, attention and dynamism implicit in this process, we have games, a wide context of possible action that should not be disregarded by the teacher as a strategy for successful learning of their students with special needs. The methodology was based on a literature review that aimed to examine the view of various authors on the theme. It was considered that the contribution of the games is even recognized by psychology as a positive addition to the students to learn effectively. Under this approach, the game appears as a tool that allows the student to progress in teacher learning and the improvement of their educational practice.