Abstract
Playful tools, which have already been shown to help the learning process in the early stages of basic education, have not been explored as much in the high school. To fill this knowledge gap, the aim of this research is to reflect on the benefits of playfulness for inclusion in high school. This is a narrative bibliographical study with a qualitative approach. Dissertations and thesis were selected from the CAPES, SciELO and ANPED databases. The results indicate that with playful resources and practices, a dialogic learning environment can be built, favoring the expression of emotions and interests. It is considered that playful practices are tools for building trust between teacher and student, as well as arousing curiosity and motivating learning processes. Through games it is possible to encourage adaptation to social rules, stimulate interaction between peers and improve behavioral and emotional aspects that favor cognitive development.
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