Role playing and its possibilities in the educational context

Abstract

The learning process has been the focus of attention by different professionals involved in educational practices. Finding an effective strategy for most students is a recurring search. When considering the different peculiarities of the student, such as developmental, familiar, instrumental and other processes, it is possible to come across several cha-racteristics that make the learning process into something individual and singular, as it requires basic structures and skills that can facilitate the learning process. student de-velopment. Following such prerogatives, this study deals with the possibility of role playing as a strategy for the educational context. For this, this essay aimed to reflect on the theme, based on the documentary review of classic and contemporary studies. Based on the theoretical framework available in the literature in a narrative review model, this study presents the spontaneity that role playing has early in life, during infancy, and brings to light effective possibilities for practice in the educational context. The findings observed in the literature highlight that models with greater effectiveness tend to be those in which re-flections are more frequent on the part of students. With that, the facilitators in the learning process demonstrate to permeate the idea of learning centered in experiences, in this way, the role playing strategy presents itself as a way to fulfill this prerogative by facilitating the student’s cognitive and emotional flexibility through an instrument adapted to contextual and experiential demands, which can be observed in the educational context.