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Resumo O presente estudo tem por objetivo analisar os subsidios da ludicidade no processo de ensino e aprendizagem de criancas com Sindrome de Down, com enfoque principal nas contribuicoes da danca. Uma das melhores formas de estimulacao para as criancas com sindrome de Down e atraves das atividades e brincadeiras ludicas que envolvam as diversas linguagens artisticas como a danca, a musica, o teatro e o movimento. A inclusao na rede de ensino e um direito da pessoa com deficiencia, sendo assegurado por meio da Lei no 7.853/89, que decreta a obrigatoriedade do fornecimento de vagas na rede regular de ensino para criancas deficientes. Para tanto adotamos a abordagem qualitativa com levantamento bibliografico, utilizando como base teorica os autores Vygotsky (2001), Silva (2005), Coutinho (2001) e o Referencial Curricular para a Educacao Infantil (1998), tendo como vies teorico-metodologico a perspectiva historico-cultural. A partir da pesquisa realizada concluimos que a inclusao e o desenvolvimento de criancas com sindrome de Down e de suma importância em ambientes ludicos, sendo possivel trabalhar atividades que estimule seu desenvolvimento de forma prazerosa, sem ser cansativo para a mesma e ao mesmo tempo estimulando sua autonomia. Palavras-chave: educacao inclusiva; Sindrome de Down; educacao infantil. The contributions of ludic in development of children with down syndrome in early childhood education Abstract This study aims to analyze the playfulness of subsidies in the teaching and learning of children with Down syndrome, with main focus on dance contributions. One of the best forms of stimulation for children with Down syndrome is through the activities and playful banter involving the variety of artistic expressions such as dance, music, theater and movement. The inclusion in the school system is a right of people with disabilities, being carried out by way of Law No. 7,853 / 89 decrees the mandatory supply of vacancies in mainstream education for disabled children. For both, we chose a qualitative research with literature, using as theoretical basis the authors Vygotsky (2001), Silva (2005), Coutinho (2001) and the Curriculum Reference for Early Childhood Education (1998), with the theoretical and methodological bias in cultural-historical perspective. The survey led us to conclude that the inclusion and the development of children with Down syndrome is of paramount importance in recreational environments, and can work activities that stimulate their development in a pleasant way, without being tiring for the same and at the same time stimulating their autonomy. Keywords: inclusive education; Down's Syndrome; early childhood education.

As contribuições do lúdico no processo de desenvolvimento das crianças com Síndrome de Down na educação infantil