Recreio escolar inclusivo e o aluno com deficiência: uma análise do processo de interação a partir das contribuições de Vygotsky

Abstract

This study arose from the concern to understand the recess as a part of the process of inclusion, aiming the establishment of interactive relations for the individual development. It aims to understand the recess function as a process of inclusion of students with disability which are enrolled in the regular school. Thus follows the bibliographic research method which sought to survey scientific productions about the theme analyzing the tracking of published researches on the theses and dissertations bank of CAPES (People Improvent Committee of Superior Degree) in the years of 2011 and 2012, highlighting that wasn´t found any material referent to the theme in more recent years than those cited. It was also tracked the articles bank of ANPED SUL (National Association of Posgraduation and Research in Education of South Region) from 2010 to 2014, whereas publications take place every two years. It has as a guiding principle the socio-interactional approach from Vygotsky, which brings the interaction process as indispensable for human development given that individuals constitute and develop amid relations and lived experiences. It sought to analyze the interaction process through studies of Vygotsky, checking through a bibliography review studies on the recess of students with disability, so that later it was possible to understand and describe the function of the recess in Vygotskyan perspective. It was found that the recess of students with disability is a theme that has received little attention, but it has a great importance for social and cognitive development of these included students. It recognizes the importance of constituting the break as an instrument of interaction, aiming the process of inclusion.