O ensino do jogo lúdico para estudantes com Transtorno do Espectro Autista (TEA): um experimento didático formativo no ensino fundamental II

Abstract

This dissertation was carried out within the scope of the National Network Professional Master’s Program in Physical Education (PROEF). In the study, when referring to the schooling of students with Autism Spectrum Disorder (ASD), it was observed that the school, in many situations, has been limited to being merely a space for integration or socialization, disregarding the students’ right to access systematized knowledge. In this context, based on these motivations, there is a need for school Physical Education (PE) to propose pedagogical practices that ensure educational equity and promote holistic human development. Thus, the objective is to analyze play/game activities as a didactic strategy for the inclusion of students with ASD in the context of elementary education. This is a formative didactic experiment grounded in foundational concepts from the theories of Vigotski, Davídov, and Hedegaard. A qualitative, interpretative, and descriptive study was conducted, derived from participatory intervention research, which involved six 7th-grade students aged 11 to 16 years, included in regular education at Maria do Socorro Ricarte Lopes School, located in the city of Tailândia-PA. To implement the experiment, a teaching plan focused on developmental physical education was constructed, organized into ten combined lessons of 90 minutes each, totaling five weeks of study. It was assumed that, during the teaching and learning process of the formative didactic experiment, the actions of the teacher and the students form a dialectical unit. For this purpose, a major category of analysis was outlined, relating the actions of the teacher-researcher to the actions of the students. From this category, subcategories were constructed, involving social interaction, participation and motives, indications of the ascent from abstract to concrete concepts of the game, and the creation and transformation of the relationship between the students and the game. The main results indicate that ludic play, in the light of historical-cultural theory and developmental teaching, became a powerful object of instruction in physical education by providing, through the didactic-pedagogical strategy, transcendence, freedom, creativity, imagination, autonomy, and emancipation. It contributed to the processes of movement-thought as well as to the humanization of students with ASD, leading to the understanding that disability (diagnosis) does not define these students’ psychic capacity. This highlights the possibility of continued development between what reality revealed in the formative didactic experiment through learning and human development and what was learned in Physical Education classes at school.