Potencialidades da ludicidade para o ensino de química na perspectiva da educação inclusiva

Abstract

This article highlights the cruciality of school inclusion, focusing on how playfulness emerges as a strategy to facilitate the inclusion of students with disabilities in Chemistry teaching. Through a thorough analysis, the playful approaches incorporated into Chemistry teaching aimed at promoting the inclusion of these students are investigated, evaluating their effectiveness in the teaching-learning process. The core of the research lies in exploring the potentials and limitations of using playfulness in Chemistry teaching, from the perspective of inclusive education, through a bibliographic study that spans publications from 2014 to 2024. The Results reveal that playfulness has ample potentialities to promote inclusion in Chemistry teaching, favouring participation, learning, and development of students with disabilities, however, they also show challenges that still limit the full effectiveness of these practices in the educational context. This article aims to contribute significantly to the advancement of new teaching methodologies that favour the inclusion process. Furthermore, it seeks to encourage the development of future investigations in the area, expanding knowledge on how playful strategies can be effectively applied to enrich Chemistry teaching in an inclusive context. Thus, this work not only illuminates paths for a more inclusive educational practice but also serves as an invitation to reflection and pedagogical innovation in Chemistry teaching.