¿Qué es el juego? una ilusión, una sombra, una ficción.

Abstract

This article intends to analyze some of the interpretations that have been made regarding the notion of Game, with the aim of approaching a possible concept to address it within Physical Education in terms of knowledge production. In this sense, some features and peculiarities that ludic practices acquire and have acquired will be examined, thinking of them as possible forms, and consequently, as possible practices and games. Through the reading, discussion and interpretation of different sources, it is concluded that thinking about playful practices as knowledge capable of producing new knowledge means, first of all, building a foundation that supports and guides our teaching practices; secondly, that the knowledge to be produced is related to knowledge with the power to transform reality. In this way, talking about playful practices from the field of Physical Education would mean, no longer talking only about the game as the only and stable truth, but about possible games and practices in movement that, as such, require and demand our teaching and constant reflection. The task of finding a way to use the form of the game to give meaning to our practices, which they would not possess per se, in order to generate knowledge that enables its malleability and the consequent production of new knowledge and new ludic practices in and from the game. field of physical education, nourished by various sources and fields such as literature, cinema, myths, rites and traditions.