PLAYFUL TRAINING IN PEDAGOGY: A TRANSFORMATIVE PILLAR FOR THIRD MILLENNIUM EDUCATION

This article discusses playful training in pedagogy programs as a fundamental element for establishing a new educational paradigm aligned with the demands of the third millennium. Based on a qualitative study conducted with graduating students from the Frassinetti College of Recife (FAFIRE), the aim is to understand how playfulness, experienced during initial training, influences the development of a more sensitive, critical, and creative teaching practice. The text delves deeper into the theoretical framework of playfulness, engaging with neuroscientific, philosophical, and pedagogical concepts. It also presents a thorough analysis of empirical data, revealing the potential and limitations of playful training in the context of private higher education. It concludes that playfulness, when treated as a formative and epistemological axis, transforms not only pedagogical practices but also the educator's way of being, promoting a more humanizing and emancipatory education.