PLAYFULNESS AS A PEDAGOGICAL STRATEGY IN THE HOLISTIC DEVELOPMENT OF STUDENTS WITH INTELLECTUAL DISABILITIES IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

This article analyzed playfulness as a pedagogical strategy in the holistic development of students with intellectual disabilities in the context of Inclusive Education. The objective was to understand how mediated playful practices can contribute to the expansion of cognitive, affective and social functions of these students. Methodologically, this study is an exploratory bibliographic research with a qualitative approach, based on a systematic review of scientific productions indexed in databases such as SciELO and Google Scholar. Studies published mainly in the last ten years were considered, as well as classical works in the field, especially Vygotsky (1991), Piaget (1975) and Winnicott (1975). The analysis of the corpus allowed the identification of four central categories: mediation of cognitive development, affective and social integration, pedagogical accessibility, and structural challenges for inclusive practices. The results indicate that playfulness, when intentionally planned, promotes the development of higher psychological functions, strengthens social bonds, and expands learning possibilities. It is concluded that playfulness is a relevant pedagogical strategy for promoting holistic development and Inclusive Education.