Criatividade, jogos e brincadeiras como ferramentas facilitadoras para a inclusão na sala de aula: estudo de caso em escola estadual de Maceió

Abstract

Abstract: This paper presents a survey of the difficulties, approaches, and history of treatment given worldwide and in Brazil to people with any type of mental disability, as well as the measures being indicated, within and outside existing legislation, so that these people can feel like an integral part of the societies to which they belong, starting from the process of social inclusion. To this end, we highlight the role of creativity, games, and play as tools capable of facilitating the inclusion process of these people within regular classrooms, since school is the primary place of socialization for children and young people. The research problem arose from the following question: how to use creativity and play in a way that promotes learning and interaction for students and teachers in a regular mainstream school? With this study, we aim to demonstrate the use of creativity, games, and play as facilitating tools for inclusion in the classroom. To achieve the objective, we used the qualitative research methodology with the approaches of bibliographic review and case study carried out in a public school in the city of Maceió – Alagoas, in the search for an understanding of how people with intellectual disabilities should be included within school spaces in order to develop in the teaching-learning process, taking into account their individual needs through playful activities. The studies pointed out that when we join forces to think outside our traditions and seek differentiated alternatives, preferably involving the true participation of students, both the school manages to achieve the objective of spreading knowledge and the students are able to develop fully from the scope of learning to that of personal and cognitive relationships.