Play as a pedagogical tool in resolving school conflicts: a critical analysis based on the educational literature

Abstract

This article analyzes, from the perspective of educational literature, play as a pedagogical strategy for strengthening the resolution of school conflicts, considering its relationship to social interaction, socio-emotional development, teacher mediation, and the development of practices oriented toward dialogue and cooperation. The article was developed as an analytical and interpretive documentary reflection. Academic, regulatory, and institutional sources related to school coexistence, conflict resolution, pedagogical play, socio-emotional learning, and teacher mediation were reviewed. The information was organized into axes of analysis that allowed for the construction of a critical reading of the educational value of playful practices in the classroom. Based on the evidence, the reflection revealed that play should not be viewed solely as a recreational activity, but rather as a pedagogical intervention that fosters interaction, cooperation, adherence to rules, emotional expression, and the establishment of agreements. Furthermore, it was found that school conflict can become an educational opportunity when addressed through dialogue, reparation, shared responsibility, and student participation. Therefore, it was concluded that play contributes to strengthening peaceful conflict resolution when implemented with pedagogical intent, clear rules, teacher mediation, inclusive participation, and subsequent reflection. However, its value depends on its integration with a school culture oriented toward coexistence, emotional education, and citizenship training.