A importância "do brincar" no processo de ensino aprendizagem das crianças com Autismo (TEA)

Abstract

This study investigated the social interactions between children with Autism Spectrum Disorder (ASD) and their neurotypical peers in playful contexts, emphasizing the importance of play as a key element in cognitive, emotional, and social development. Observations of these play situations revealed both challenges and strengths in the social engagement of children with ASD, particularly in initiating contact, sustaining dialogue, and practicing reciprocity. Educators' strategies to promote interaction were also analyzed, with adaptations of toys and activities (58.8%) and individualized guidance (35.3%) emerging as the most used approaches, while positive reinforcement was the least mentioned. A significant gap in teacher training on play with autistic children was identified—82.4% of respondents reported no specific training. These findings highlight the urgent need to incorporate playbased approaches into Pedagogical Political Projects (PPPs), strengthen continuous teacher education, and encourage interdisciplinary collaboration. An interview with a Specialized Educational Support (AEE) teacher further emphasized the importance of joint efforts and ongoing professional development. The study concludes that play should be regarded not only as a right but also as a structured pedagogical tool, requiring intentional planning and institutional commitment to ensure inclusive education.

Date of Award	4 Jul 2025
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Filomena Ermida Costa Figueiredo Branco da Ponte (Supervisor)