El lugar del juego en las propuestas institucionales dirigidas a los niños de 0 a 3 años. Entre el "jugar por jugar" y el "jugar para"

Abstract

This article is part of a research project developed at the Provincial Universityof Córdoba. Its main purpose was to analyze institutional devices around playtime topromote the right of education to children from 0 to 3 years old. The methodologicaldesign we chose is qualitative and descriptive. It is part of the interpretative symbolicparadigm. Thanks to the fact that we were able to observe and interview teachers fromdifferent institutions, we collected data that allowed us to envision different conceptionsof "education", "childhood" and "play". The teachers' discourses were analyzed fromtwo main points; on one hand, "the space for playing time during homework" and -onthe other hand- "the assumptions around playtime". After a deep analysis, we couldobserve the multiplicity of meanings that allow us to think about a tension generatedbetween "playing just to play" and "playing with a purpose".Keywords: children's rights, infancy, play.