Abstract
This theoretical essay aimed to reflect on elements that affect the co-construction of the ludic culture in informal contexts and engender possibilities and potentialities of play in these learning situations. To do so, we discuss the learning of/in the ludic culture, based on the theory of situated learning, which establishes that the very participation in daily life configures learning, as it gives rise to encounters and activities that potentiate changes in the knowledge of individuals. We reflected on the possibility of informal contexts becoming play environments, as they allow children freedom to express themselves, decide, venture and relate based on their own desires and interests. However, to engender learning it is also fundamental that there is semiotic mediation, from the relations established in and through solitary games, games among peers, and games with adults. Finally, we emphasize the need to ensure spaces, times, and relationships for children to experience the possibilities of games and to engender potentialities in this process of co-construction of the ludic culture.
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