TEACHER TRAINING WITH A FOCUS ON THE USE OF PLAYFUL PRACTICES IN SPECIAL EDUCATION: CHALLENGES AND OPPORTUNITIES

Abstract

This article aimed to analyze teacher training with a focus on the use of playful practices in Special Education, highlighting its main challenges and the opportunities that arise from this process. The research was qualitative in nature, based on bibliographic review of books, scientific articles, and normative documents addressing school inclusion, playfulness, and teacher education. The results indicated that teacher preparation is essential for playfulness to be incorporated as a pedagogical resource, favoring the cognitive, social, and emotional development of students with disabilities or specific needs. It was found that playful practices promote engagement, communication, autonomy, and inclusion, but their effectiveness depends on the intentional mediation of teachers and on training that articulates theory and practice. Obstacles were also identified, such as gaps in undergraduate courses, lack of continuing education, and scarcity of pedagogical resources. It is concluded that, despite the challenges, teacher training focused on playfulness represents an opportunity to build innovative pedagogical practices capable of transforming Special Education into a more inclusive, democratic, and humanized space.