PLAYFULNESS AS NA INCLUSION STRATEGY

Abstract

This article traces productions on teacher training for playfulness as a principle of valuing black history and culture in a context of diversity, aiming to analyze contributions that had as their context the interior of Bahia. This study, with a qualitative basis, was anchored in cartography as recommended by Deleuze and Guatarri (2011), its procedure was a systematic review and cartographic mapping, highlighting in the researched scenario the importance of play within the learning process, the need to think about the continued training of teachers from a playful perspective, involving the construction of practices aimed at valuing diversity and contemplating the collective and individual differences that make up the school space.