Resumo

FANTIN, Monica. Children and games in the school: between landscapes and practices. Rev.latinoam.cienc.soc.niñez juv [online]. 2015, vol.13, n.1, pp.195-208. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.13111300914.

This article identifies theoretical and conceptual landscapes regarding traditional, electronic and digital play based on studies of childhood, play, and ludic cultures. By highlighting the frontiers that children cross when they integrate different types of play in their ludic and cultural repertoire, the article reflects on the common elements and specificities of play in the light of new practices that they present in the digital cultural context. Between informal learning and formal contexts such as schools, the diversity of experiences with play and games challenges schools to construct other narratives to ensure significant mediations in light of the historic ambiguity between play and education. Some of these challenges are analyzed in this text. Finally, it highlights the possible crossing of conceptual, practical and narrative frontiers of play and games based on other forms of viewing the relationship between technologies and children in the scenarios of media education.

Palavras-chave : children; play; education and culture; learning.

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