PLAYING IS A POLITICAL ACT: INCLUSION, AFFECT AND RESISTANCE IN TEACHING AND LEARNING

Abstract

This work investigates play as a central pedagogical strategy in inclusive education, positioning it as a transformative political gesture in the face of traditional exclusionary practices. Based on qualitative methodology, it uses bibliographic research and analyzes a pedagogical experiment conducted by Regina Lúcia Sucupira Pedroza (2004), which focuses on socially vulnerable children in the outskirts of Brasília. Engaging with theorists such as Vygotsky, Piaget, Papert, and Mantoan, the research highlights play as a universal language capable of promoting comprehensive development (cognitive, motor, emotional, and social), as well as strengthening affective bonds, identity, and a sense of belonging. The study emphasizes the importance of pedagogical intentionality in the use of play and accessible digital technologies, such as interactive educational games and creative platforms. Mediated by educators sensitive to the diversity and uniqueness of students, these tools support expression, autonomy, and collaborative learning, reinforcing inclusive and equitable practices. Far from treating play as a mere recreational activity, the analysis elevates its role as a pedagogical force—that is, an act of resistance and reinvention of the teaching-learning dynamic. Play emerges as an environment where differences are welcomed, voices are heard, and subjectivities are cultivated, contributing to an educational space that values ​​human plurality through sensitivity and the redefinition of learning experiences. Finally, play is defended as a powerful strategy in building inclusive, democratic, and empathetic schools capable of promoting emancipatory educational practices.