La lúdica como sistema pedagógico. Una mirada emancipadora de la educación

Abstract

The objective of this article is to propose playfulness as a pedagogical system that goes beyond a didactic technique, because it can be a system rather than an element of it. Playfulness aims to rescue the innate curiosity of the childhood, the adolescence and the youth, which is lost because the way curricula and educational models and forms of teaching are structured. In fact, they are tailored to the requirements of the systems of power and/or interests of capital, therefore, they become stranger and exclusionary to the needs, desires, passions, interests and intrinsic vocations of children, adolescents and youth. These structures and programs make knowledge seem something abstract, uninteresting, and uncharming, largely because their segmentation and hierarchization prevents viewing the interconnection between knowledge, culture, science, and art in the world. Applied playfulness pedagogy has given significant results for students and teachers, because its fundamental characteristic is humanistic: opens spaces for inclusion, pleasure, and emancipation.