THE PLAYFULNESS AND SPECIAL EDUCATION AND THE INCLUSION PROCESS IN REGULAR SCHOOLS: FROM OBLIGATORY TO CHALLENGES

Abstract

The present work aims to analyze about ludicity and special education in educational policies and its incorporation process in teacher training so that we have a democratic and inclusive process in the educational field. Methodologically, it assumes a qualitative, bibliographical and documental approach. The results obtained were that playfulness is one of the ways to implement special education through educational games that can be promoted by teachers. In addition, this path becomes challenging because teachers need to be prepared to incorporate this theme into their school routine. Therefore, there are challenges that involve ludicity and special education, such as continuing education that addresses this theme in the daily life of the classroom and the educational policies that guide this theme need to be implemented in the school routine, so that we have an inclusive and democratic space.