PLAYFULNESS, TEACHING, AND EQUITY: INTERFACES BETWEEN INCLUSION, MEANINGFUL LEARNING, AND PEDAGOGICAL INNOVATION IN CONTEMPORARY EDUCATION
DOI:
https://doi.org/10.63330/sasciencesv6n2-110Keywords:
Educational equity, Inclusive education, Meaningful learning, Pedagogical innovation, PlayfulnessAbstract
Contemporary education requires pedagogical practices capable of promoting inclusion, equity, and meaningful learning in response to the increasing diversity found in educational settings. This study aimed to analyze the interfaces between playfulness, teaching, inclusion, meaningful learning, and pedagogical innovation, highlighting their contributions to the promotion of educational equity. This is an integrative literature review conducted using the ERIC, Latindex, LIVRE, and Open Journal Systems (OJS) repositories, including studies published in Portuguese and English. The analysis revealed that playfulness is an important pedagogical strategy for enhancing student engagement, fostering cognitive and socio-emotional development, and promoting more participatory and inclusive learning environments. The findings also demonstrated that active methodologies, curriculum adaptations, teacher education, and the critical use of educational technologies strengthen innovative practices committed to educational justice. It is concluded that integrating playfulness, pedagogical innovation, and inclusive education contributes to more democratic, accessible, and meaningful teaching and learning processes, reducing educational inequalities, supporting students' holistic development, and providing evidence to guide educational practices aligned with the demands of contemporary education.
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