FOR A LIBERATING EDUCATION:

playing as a human right

Abstract

The discussion on Principles, Policies and Practices in the Area of ​​Special Educational Needs has gained prominence in the field of Education and human rights in recent years. One of the great challenges in this area concerns the guarantee of rights in the face of public policies that have already been established and, unfortunately, have been violated. The theme “playing as a human right”, in this time lived, has disrupted the space of early childhood education, particularly the school space, penetrating non-school spaces, such as hospital spaces. Thinking about what it is and what it is like to be a child and adolescent in a situation of vulnerability (diseases, wars, situations of extreme poverty) from the rectification of the Salamanca Declaration of 2005, it is, in a way, to present, in part, the world scenario, since as a society we have been experiencing devastating political scenarios, civil wars, drug trafficking wars and leaving behind a constructed life. Start over from what you don't have! Starting over, in this case, from what is veiled as a right. Assuming the theoretical-methodological perspective indicated by Merleau-Ponty (1999) and Freire (2004, 2005) we will invest in a perspective that takes as reference the understanding and elucidation of phenomena in their various manifestations in an existentialist vision of man in the world, contributing to the reflection and critical questioning about a liberating education to think of playing as a human right for whom? In this sense, the right to play calls for life!