Jogos lúdicos como material didático no aprendizado de crianças com TEA (Transtorno do Espectro Autista)

Abstract

This study investigated the use of playful games as didactic material in the learning process of children with Autism Spectrum Disorder (ASD) at Poeta Garcia Rosa State School, a regular education institution serving students from 4th to 9th grade of Elementary School, located in Aracaju/SE. The research, with a mixed-methods approach and a documentary and exploratory nature, was conducted between February and March 2025, including document analysis and the application of questionnaires with teachers. The first stage consisted of analyzing institutional documents, such as the Political-Pedagogical Project (PPP), the list of students with ASD, and Individualized Service Plans (PAI). The second stage involved data collection through an online questionnaire, answered by nineteen educators from the regular elementary school and the multifunctional resource room. The results indicated that although 94.7% of teachers use playful games in the classroom, 42.1% do not make adaptations to meet the needs of autistic students. Additionally, 36.8% of teachers reported not having specific training in the area, highlighting a challenge in the effective implementation of these tools. The document analysis revealed the absence of specific guidelines for using playful games in the school's PPP, as well as difficulties in formalizing individualized pedagogical strategies, given that only four PAIs were available. It is concluded that, to enhance the use of playful games as an inclusive resource, a more structured pedagogical planning is required, with specific teacher training and an expansion of adapted resources. Strengthening these practices can contribute to a more equitable and effective education for children with ASD.