El juego como herramienta educativa — Transcript

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1. 0:00Hi, I'm Tamara Richter and today we're
2. 0:02going to talk about play as an
3. 0:04educational tool. What is the purpose
4. 0:07of play and why should play be used in
5. 0:09schools? Play is essential throughout
6. 0:15life, although it is allowed with
7. 0:17greater freedom in childhood. Play
8. 0:19frees children from emotional tensions.
9. 0:22They grow and develop through it. In
10. 0:25our culture, play is seen as something
11. 0:27for children, a pastime that is neither
12. 0:29serious nor relevant to life. A person
13. 0:32who never plays does not seem to have a
14. 0:35problem or be diagnosed with an illness
15. 0:37. Games produce pleasure and the
16. 0:39process becomes much more relevant than
17. 0:41the result. The goal of play is the
18. 0:44game itself and the pleasure obtained
19. 0:46from it. Play is not learned from a
20. 0:49book. These are the kinds of things
21. 0:51that are practiced until they become
22. 0:53spontaneous. One of the basic
23. 0:55principles of play is spontaneity, in a
24. 0:57space where children or adults feel
25. 1:00free to express themselves and relate
26. 1:03to others. In schools, unplanned and
27. 1:05poorly structured spaces such as recess
28. 1:08become essential for children’s
29. 1:11development. These spaces are not
30. 1:13valued and the goal is always to give
31. 1:15them as little time as possible so that
32. 1:17they do not affect what really matters,
33. 1:20which is student performance. I have
34. 1:22also heard comments that what happens
35. 1:25outside of the classroom is a waste of
36. 1:27time and that schools have not figured
37. 1:29out how to manage these times. Having
38. 1:32fun is an important part of the way the
39. 1:35world works and how human beings
40. 1:37function. And it is something that
41. 1:39schools do not give much importance to
42. 1:41or they teach us that it should not be
43. 1:43important. Ivan Nilich said that the
44. 1:45right to learn is restricted by the
45. 1:48obligation to attend school. What has
46. 1:51compulsory education achieved for all?
47. 1:53Do you agree with Ivanilich? What he
48. 1:56says is that the moment schooling
49. 1:58became compulsory for everyone, which
50. 2:00began with the massification of
51. 2:02education, education or learning was
52. 2:05lost because when you make something
53. 2:07mandatory, spontaneity and motivation
54. 2:10are lost. Do you think that this way of
55. 2:12having compulsory education affects the
56. 2:15motivation to learn and therefore the
57. 2:17relevance of learning? How can we
58. 2:19include play in schools? I believe that
59. 2:22play, like meditation, when implemented
60. 2:25well, changes the structure of schools.
61. 2:27How can we stop differentiating play
62. 2:29from learning? Stop seeing play as the
63. 2:32non-serious part or the part that
64. 2:34doesn't matter when play is really a
65. 2:36way of learning. But play, as we saw
66. 2:38before, has to be spontaneous. So, how
67. 2:41can we plan play spaces that are
68. 2:43spontaneous without losing the learning
69. 2:46part? To conclude, play is an essential
70. 2:49part of learning. We need it because it
71. 2:52is what motivates us to learn and what
72. 2:55takes us to that state of flow in which
73. 2:57we are completely immersed and where we
74. 3:00find the challenge to continue learning
75. 3:02and moving forward. The question is,
76. 3:05how could we include play in spaces
77. 3:08that have become mandatory and spaces
78. 3:11that have no room for spontaneity?
79. 3:14Thank you very much for listening. I
80. 3:16look forward to your comments and see
81. 3:18you next time.