Playful escape: configurative aspects of the emergence of playing in contemporary school dynamics

Abstract

This article deals with the concept of playful leak and its relationship with the school context, stressing the experience of the human being and his action from the playful condition. From the ethnographic evidence of the educational research "Complexity and simplicity of the game" emerges the discussion of naturalizing the order of school processes or escaping to the strengthening of a biological condition as is the playful. The reflection on the playful leak transcends the same game and invites us to pose certain questions about the educational task and the experiential journey in the contemporary school dynamics. The game, dance, poetry, music and body or language, arithmetic, science and intellect, among many aspects that converge in the school, are obviously not antagonistic or disjunctive, however, dichotomies are unveiled between order/disorder, serious/not serious, study/play. False dichotomies and school traps that deepen the liberation or repression of the play element.