The playfulness as formative principle

Abstract

Many fields of knowledge investigating the functions of recreational activities in human development. We will be guided through this article by bibliographic research, by some clippings from the fields of philosophy, anthropology, sociology and psychology. Here we understand the concept of ludic under two perspectives: a) The ludic as a subject of internal dynamic who feels and experience a full experiences; b) The ludic manifestation of objective reality as embodied in cultural activity or action. Largely, the concept of ludic is confused, sometimes with recreational practices, sometimes with leisure activities. There's a polysemy in its surroundings, what drives us to an investigation into the matter. Our goal is to contribute to the clarification of the concept that we developed, believing that, as such, we will extend the epistemological understanding regarding the processes of teaching and learning within educational institutions, in its various segments. The theoretical framework that we build, we take as main references: Brougère Gilles (1998), Donald Winnicott (1975) and Cipriano Luckesi (2004, 2006, 2007).