Inclusive education from a DUA approach. A perspective from teaching practices
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The purpose of this essay is to analyze the role of play as a pedagogical mediator in meaningful learning, from a critical perspective that considers the gap between its theoretical recognition and its practical application in educational contexts. It draws on approaches oriented towards active pedagogy and constructivism, where play is presented as a playful and formative strategy that promotes cognitive processes when intentionally developed in its didactic design. The essay reveals weaknesses in its application, primarily in the classroom context, where a lack of pathways for curricular implementation and an absence of a link to learning assessment processes are observed. The problems identified reflect a lack of teacher training and pedagogical planning. In conclusion, the essay contributes to the understanding of play as an educational practice that requires analysis from a structured, evaluable, and coherent approach aligned with educational objectives, so that it can contribute to the transformation of educational practices and the strengthening of meaningful learning experiences.
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