THE CONTRIBUTION OF INCLUSIVE BODY PRACTICES TO THE SOCIAL DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This study analyzed the contribution of Physical Education, through cooperative games, to the socialization of students with Autism Spectrum Disorder (ASD) in the early grades of elementary school in the municipality of Nova Olinda do Norte – AM. The results demonstrate that the inclusion of these students is already a reality in the schools investigated, highlighting the need for pedagogical practices that guarantee not only access but also effective participation in the school environment. It was found that cooperative games are frequently used by Physical Education teachers, being recognized as a strategy with inclusive potential. These practices favor social interaction, the development of communication, teamwork, and the strengthening of self-confidence in students with ASD, contributing significantly to their socialization. In this context, Physical Education stands out as a relevant space for the development of socio-emotional skills. However, the research also identified challenges, such as the need for greater systematization in the use of cooperative games, the lack of specific continuing education for teachers, and the structural limitations of schools, especially in the interior regions of the Amazon. It was also observed that the adaptation of activities does not always occur continuously, which can compromise the effectiveness of inclusive practices. The fundamental role of the teacher as a mediator, responsible for planning, adapting, and conducting activities, ensuring the participation of all, is highlighted. It is concluded that cooperative games are a relevant strategy for inclusion, whose effectiveness depends on pedagogical planning, teacher training, and a collective commitment to a more inclusive education.