THE PLAY OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION

This article presents part of the results of a master's thesis and aims to highlight the challenges and possibilities of playing for children with Autistic Spectrum Disorder in Early Childhood Education, aiming to contribute to the process of school inclusion. Based on the historical-cultural theory and the fundamentals of Defectology, developed by Vigotski, an action research was carried out with four children with ASD in two Kindergarten schools in the city of Rio de Janeiro, using as instruments the semi-structured interview - with parents, teachers and interns who deal with children with ASD - and participant observation. In general, the results showed the following characteristics in their ways of playing: absence or little functionality in playing, repetitive and stereotyped games, hyperfocus, excessive movement, little or no interaction with other children. It was also verified the need for continued teacher training, as well as the inclusion of the interests and singularities of the child with ASD in the pedagogical proposals. Based on the results presented, it is concluded that it is fundamental to bring the interests of children with ASD to the center of planning and to expand their possibilities of playing through playful activities that consider their individualities. Early Childhood Education is a scenario favorable to the ludic because it consists of pedagogical proposals that have interactions and play as guiding axes, which can contribute to the development of perception, imagination, fantasy and social interaction, skills that can be impaired in children. with ASD.