La recreación como estrategia pedagógica y medio de inclusión en personas con discapacidad cognitiva reflejado en calidad de vida

Abstract

This review article seeks to interpret the use of recreation as a pedagogical strategy, but also as a means of inclusion to improve the quality of life of people with cognitive disabilities, through the socio-critical paradigm, with a qualitative approach, a documentary review is made based on three categories of knowledge, namely; recreation, pedagogy and cognitive disability. The method used is the triangulation of information, which is a data analysis technique that focuses on contrasting visions or approaches from the data collected. Through this, the methods used to study the phenomenon are mixed, for this qualitative research. On the other hand, the particularity of the problem that arises arises from experience as a teacher. Being a teacher is a titanic job that demands a high degree of commitment, extra hours of research, an inexhaustible source of energy and a renewable box with answers for everything. However, educational inclusion demands a particular teaching and learning process for each student, which is sometimes not effective, due to the peculiarities of the diagnosed disability. The main findings in the midst of this reflection process allowed the identification of recreation as a pedagogical strategy that enhances inclusion to improve the quality of life of people with cognitive disabilities, because people can experience joy and euphoria, these being important components as they allow discovering a number of learnings through taste and sensation.