IF HE CAN, WHY CAN’T I? INCLUSION AND CHILD DEVELOPMENT IN A HYPOTHETICAL PHYSICAL EDUCATION PEDAGOGICAL SCENARIO IN PRESCHOOL (PRE-II)

Abstract

This article discusses the challenges and possibilities of including a child with Autism Spectrum Disorder (ASD) in Physical Education classes within early childhood education. It takes as a starting point a hypothetical pedagogical scenario in which a child in the *Pré-II* group (preschool) asks: “If he can do it, why can’t I?” The analysis integrates contributions from Jean Piaget’s theory of cognitive development—specifically the concepts of cognitive egocentrism and decentration during the pre-operational stage—with contemporary views on ASD, guidelines from the National Common Curricular Base (BNCC), and Brazilian inclusion legislation. The scenario presented does not represent a case study, observation, or professional experience involving a specific child or institution; rather, it serves exclusively as a didactic and analytical tool to explore issues of social interaction, differences, rules, and participation within the school context. The discussion seeks to avoid oversimplified or deterministic interpretations regarding both child development and ASD, acknowledging the uniqueness of developmental trajectories and varying support needs. It is argued that pedagogical responses based solely on categorizing the child as “special” are insufficient to foster an understanding of differences among peers and may reinforce reductionist views of inclusion. The article posits that Physical Education, when planned intentionally and accessibly, can facilitate experiences involving interaction, participation, motor development, communication, and shared learning. Accordingly, strategies such as routine organization, visual aids, activity adaptation, teacher mediation, and collaboration among school staff can contribute to the participation of all children. The conclusion suggests that everyday situations involving questions about differences can be transformed into pedagogical opportunities to foster decentration, build respect for differences, and implement inclusive school practices.