Between games and smiles: play as a right and access in specialized educational assistance (SEA)

Abstract

This article presents an overview of the services provided in the Specialized Educational Assistance (SEA) classroom at the Marvione Macêdo Education Center in the city of Itapetinga-BA, which serves children from Preschool II to Pre-K II. Games are seen as integrative tools and pedagogical resources that support learning. The aim of this article is to analyze the students' learning process through games and adapted activities, identifying the challenges in implementing these resources and understanding how their use can contribute to child development. The theoretical framework is based on authors such as Wallon (1995), Fonseca (2004), Brazil. Law No. 13.146 (2015), Moreira (1999), Ajuriaguerra (1980), and Vygotsky (1989). A qualitative field research was carried out, including a questionnaire administered to the SEA teacher for data collection, along with a bibliographic review. The study covers the production of games and adapted materials for education. The results highlight the actions taken to implement these resources, as well as the difficulties faced by the teacher in creating the materials. The development of new adaptations is carried out individually, considering the specific needs of each child according to their age group. Thus, the importance of adapting pedagogical resources to address diversity and promote a more inclusive learning environment becomes evident.