The games and the games have been included in schools by teachers with the aim of making the classroom activities of more dynamic and fun. In view of this object and dynamic complexity in your school processes, it is of the utmost importance that teachers are able to reflect critically on the potentiality of playfulness in the classroom. In this horizon this article aims to investigate the role of the games and the games (leisure activities) in the learning process of children the "Autistic spectrum disorder (ASD)". To this end, we use a qualitative research developed through a bibliographical study (review of literature), done with official publications and documents of Brazil and abroad. The results obtained with this search showed the crucial role of games and jokes in acquisition and construction of knowledge to children with autism. This premise, confirms to the playful usage is seen as an instrument of intervention in the world, so that, this tool should complement the do educators, pedagogical above all, those who seek to go beyond the creativity and dynamism to promote the inclusion in school locus. It was concluded that the use of the fun and games in the playful bias is a fundamental factor for that if fruitful, the inclusion of a student with TEA more effectively.