Contributions and challenges of play and expression in vulnerable school contexts

Abstract

This article aims to contribute to generating notes to systematize, understand and deepen the relationships between “playing in a playful way” (Pavía, 2006), “creative expression” (Dinelo, 1989) and emancipatory education (Garcés, 2020) in Public Primary Schools in contexts of socio-cultural vulnerability. Thinking about “playfulness”, “creative expression” and teaching/learning as Rights, proposes not subordinating or justifying one or the other, from forced or foreign objectives to the characteristics or importance of play, creativity and education in themselves. The importance of stimulating Play & Creativity in educational settings is valued, and not postponing them, playing is as necessary as shelter, care or food. Playfulness & creativity are proposed as essential rights and their importance in Development, Health, Citizenship, and Emancipatory Education, among other aspects linked to community life, is claimed. For the development of the article, the experience of the APEX Program (Learning and Extension) of the University of the Republic (Udelar) in the Primary Schools of the western area of Montevideo is presented, with the insertion of students and university teachers from various areas of the knowledge, in the school space.