From the game to the co-opted game. From classics to modern literature...

Abstract

The aim of this artícle is to analyze contradictions that in the theoretical-epistemic context have been occurring in the literary treatment of play, especially with regard to self-telicity as a fundamental characteristic of play. This has implications in the field of pedagogical practice, so that the debate does not invite to polarization or the establishment of a binary logic, but to the consolidation of the ludic element in the school scenario, placing each thing (the game and other ludic activities) in its right dimension, time and place. Hence, the co-optation of the game is noticed in the eagerness to grant productivity to the game in order to incorporate it in the school scenario and in the framework of the curricular architecture.  Finally, a coherent exercise is invited, not only at the level of theoretical-epistemic treatment, but also in terms of pedagogical practice, taking into account the processes of subjectivation that are generated from the instance of the game.