THE IMPORTANCE OF PLAYING FOR DIAGNOSIS AND INTERVENTION IN THE INCLUSIVE LEARNING TEACHING PROCESS

Abstract

Games, toys and games are part of the child's world, as they are present in humanity since its beginning. This article, through bibliographic research, aims to emphasize the importance of playfulness for inclusion in the teaching-learning process in the educator's work. The ludic activity provides the educator with subsidies on the schemes that organize and integrate knowledge at a representative level. The educator working with inclusion uses the game differently from other professionals, because he sees it as a technique that allows the articulation of objective and subjective aspects, necessary for learning to happen, breaking barriers. The ludic is a strategic mechanism for the development of learning, as it promotes the involvement of the learning subject and enables the significant appropriation of knowledge. The educator's view of the special child must be intrigued, because if the conditions for learning are established in all human beings, but despite its limitations, there is a reason for this to happen and it needs to be investigated and unraveled, as the playfulness is a strong attraction for individuals to motivate themselves in the search for a pleasant learning, so we have games and games as allies in this task.