PLAYING AND LEARNING: THE INTEGRATION BETWEEN AFFECTIVITY AND KNOWLEDGE

Abstract

This study addressed the theme of learning through play, emphasizing the integration between affectivity and knowledge in the school environment. The following research question guided the work: how did play, associated with affectivity, contribute to promoting meaningful learning in the educational context? The general objective was to analyze how the articulation between play and affective relationships favored knowledge construction. The research adopted a qualitative approach with a bibliographic methodology, grounded in authors who discussed pedagogical practices, affectivity, and educational technologies. The development revealed that play, in addition to fostering cognitive and socioemotional development, created spaces of engagement and emotional support, especially when enhanced by digital technologies. It was found that affectivity, present in pedagogical relationships, strengthened the bond between teacher and student, encouraging motivation and autonomy in learning. The final considerations concluded that play combined with affectivity proved to be an effective strategy in promoting meaningful learning and contributed to a more humanized education. The study highlighted the importance of intentional pedagogical practices and suggested the need for further empirical research to explore these approaches in different school contexts.