THE ROLE OF PLAY IN THE LEARNING PROCESS OF PRESCHOOL CHILDREN WITH ASD

Abstract

The complexity of contemporary socio-environmental challenges demands a reconfiguration of education, positioning teacher training as a strategic axis. However, teacher preparation often addresses inclusive education and sustainability in a fragmented manner, creating a gap between educational policies and pedagogical practice. In this context, this article aimed to analyze, through a literature review, the conceptual foundations, challenges, and proposals for teacher training at the interface between these two fields. The methodology consisted of a qualitative literature review, with thematic content analysis of 13 scientific articles in Portuguese, selected based on criteria of relevance and current relevance. The results indicate a strong theoretical and ethical convergence between inclusion and sustainability, both grounded in principles of justice, care, and a critique of exclusionary and predatory models. However, the literature consensually points out that the disciplinary and disjointed curricular structure of undergraduate programs is the main obstacle to the effective implementation of this interface. It is concluded that overcoming this challenge requires a paradigmatic shift in teacher training, moving from a content-based model to an integrated and interdisciplinary approach. This study contributes by systematizing this emerging field of knowledge and offering insights for restructuring training policies and practices more aligned with the demands of the current century.