O brincar no cotidiano da escola especial como promotor de experiências subjetivantes para além do diagnóstico

Abstract

Currently, there is a movement to defend and value childhood culture, the right to play, the right to leisure, and life lived, felt, and understood from the child's perspective. Research on childhoods and their needs is emerging in universities. However, little is still studied about the atypical childhood of children with disabilities. Childhood and disability are themes where the historical consequences of being relegated to the background in a broader social context, such as the child-student in the school context or the child-son in the family context, are now perceived. The ideas of childhood, child, and the representation of disability are still approached in a generic and stereotyped way, disregarding the main characteristic of the human condition, which is difference. Thus, the premises that encouraged this study are presented, which has as its central question to answer how the play of children with disabilities, in the daily life of the special school, is capable of promoting agencies beyond inclusion and child development, producing subjectivizing experiences that transcend the diagnosis? The objectives of this study are: To reflect on the space/time of play in the daily life of the Special School. To analyze the experience of students when participating in play moments in the space/time of the special school. To discuss play and toys as a form of agency of subjectivity for students with disabilities. The methodology with cartographic inspiration was chosen because it understands that research built in daily life needs to be open to the relationships and actions that emerge from the research field. The data collected through interviews, observations, and field diary were analyzed based on Bardin's (2016) assumptions. The results obtained allowed us to unveil the various forms of play and recognize that there is a diversity of expressions that go beyond structured play. It is possible to understand the influences of the context and how the environment is capable of providing playful experiences, with play being a strategy for inclusion, expression of subjectivity, and belonging to the special school space. Thus, this research proves to be relevant to the field of Education, as a way to contribute to the school being able to promote daily play moments for children with disabilities, where they are seen beyond the ICD-11 (International Classification of Diseases).