A ludicidade como ferramenta pedagógica na educação infantil inclusiva

Abstract

The present work aims to investigate the contribution of playfulness in early childhood education in view of the perspective of inclusion, using Vygotsky's contributions to the Historical-Cultural Theory as a theoretical basis. We start from discussions in the field of Special Education from the perspective of inclusion, weaving the following problem: what is the protection of ludicity as a facilitator of learning and inclusion in early childhood education? In order to find answers, we organized our methodological procedures through research in documents, periodicals, books, dissertations, theses and, analysis of the study entitled “Survey for teachers in Brazil who study in childhood education and have children included”, answered by 21 professionals of early childhood education in the state of Mato Grosso do Sul in the city of Campo Grande. As a result, show the challenge of the pedagogical work with the diversity of subjects, as well as the difficulty of more democratic practices, regarding the teaching work.