LUDICITY IN THE TEACHING PROCESS: THE IMPORTANCE OF PLAY IN TEACHER EDUCATION

Abstract

This article aims to reflect on the importance of ludicity in teacher education, emphasizing the role of play as a structuring element of more sensitive, creative, and meaningful pedagogical practices. The research, bibliographic in nature and qualitative in approach, was built based on the analysis of recent academic studies, focusing on the relationship between play and the teacher training process. The results indicate that incorporating ludic experiences throughout teacher education contributes to strengthening socioemotional skills, recovering the joy of teaching, and developing more humanized educational practices. Furthermore, ludicity promotes the connection between theory and practice, enabling a more integrated and consistent training aligned with the challenges of contemporary education. The discussion highlights that play should not be viewed as peripheral or exclusive to early childhood but rather as a powerful language capable of transforming how educators understand teaching and school relationships. It is concluded that investing in training proposals grounded in ludicity means valuing the teacher as a creative, sensitive, and transformative subject within their context.