Brincadeiras pedagógicas: recursos ou passatempos?

Abstract

This article aimed to study the games that are part of the school space, considering that there is a current discussion that games in school spaces are not used with the purpose of collaborating with the subjects' learning, but only as a pastime. The current Brazilian school situation has presented a delicate situation when it comes to playing. In the past, playing, on the streets, in squares, in parks, in school spaces, had bodily, physical movement as its main characteristic. At this moment, however, there is a pedagogical paralysis. Playing does not involve, in most cases, the physical movement of social subjects: we enjoy individual and visual playing through electronic devices. Therefore, a question becomes necessary: why are some teachers not using playing as an articulating tool for knowledge production? For this work, the methodological option was made for an integrative review of texts published on the Scielo platform of the Revista de Educação Brasileira, with a decreasing period, between the years 2024 and 2000. With this, we conclude that there is still room for the rescue of the collective and that playing favors socialization and collective social concern.