COOPERATIVE GAMES AND THE QUALITY OF SOCIAL INTERACTIONS IN THE CLASSROOM: CONTRIBUTIONS OF CULTURAL PSYCHOLOGY

Abstract

This theoretical article analyzes the use of cooperative play and games for the development of prosocial values and actions in the interactions between teachers and students in basic education. Based on the literature, and from the perspective of Cultural Psychology, it investigates the potential of cooperative games associated with the cultivation of dialogical relationships in the classroom, to promote both more efficient teaching-learning processes and the ethical-moral development of students. It indicates that playful and cooperative pedagogical practices are capable of enhancing the development of relationships of trust, autonomy and pro-sociability of students and teachers, generating actions of solidarity, cooperation and empathy. Thus, transformations in the dynamics of classrooms contribute to fairer and more democratic societies, based on ethical and cooperative values.