Ludicidade E Formação Docente: Necessidades Formativas Para O Desenvolvimento De Práticas Lúdicas Com Crianças Com Tea Nos Anos Iniciais Do Ensino Fundamental

Abstract

The study focuses on the formative needs of elementary school teachers regarding the development of playful practices for children with Autism Spectrum Disorder (ASD). The main objective of the research was to analyze these needs, while also identifying the ludic strategies used and the challenges faced by teachers in the context of inclusive education. This qualitative study used an online questionnaire with both objective and open-ended questions, answered by teachers currently working in schools and enrolled in a second degree in Special Education. The analysis revealed that, although teachers recognize the importance of playfulness, many still use it intuitively and feel unprepared to address the specific needs of students with ASD, mainly due to the lack of adequate initial training. The results also indicated structural difficulties such as the absence of resources, lack of institutional support, and limited opportunities for continuing education. The most frequently mentioned ludic strategies included educational games, workshops, and activities adapted to the students’ interests. The author concludes that there is an urgent need to reformulate teacher education curricula and implement continuing education policies that integrate theory and practice, preparing educators for a more critical, sensitive, and inclusive approach, especially regarding the use of play as a pedagogical tool for teaching children with ASD.