CORPOREIDADE, LUDICIDADE E INCLUSÃO NA PRÁTICA DOCENTE: REFLEXÕES À LUZ DA PEDAGOGIA CONTEMPORÂNEA

This article examines the central role of corporeality and playfulness in teaching practice, connecting them to contemporary educational policies and pedagogical theories. It argues that body-based and playful approaches substantially foster participation, engagement, meaningful learning, and a sense of belonging while addressing diversity and promoting equity. The discussion highlights how teacher education—both initial and ongoing—prepares educators to design, mediate, and assess inclusive playful experiences in democratic school contexts, while reflecting on curriculum and school management challenges. It concludes that inclusion and pedagogical intentionality are key structural axes to a comprehensive, humanizing, and transformative education project committed to human rights, social equity, and educational quality in all its dimensions.